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 by previous generations of 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 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 it is also impractical in the conditions of the dynamics of the system’s operation.

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 of developmental defects cognitive activity and physical development of the 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 activities in the process of developing schoolchildren’s general educational and labor knowledge, skills and abilities.

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 accordance with the system 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 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 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 development of normal and abnormal children. 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 corrective-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 worker 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. L.S. Vygotsky wrote in this regard: “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). 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 begins correctional work, the more successfully the defect and its consequences are overcome.

Taking into account ontogenetic features For 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 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 must 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, subject lessons, excursions into nature. The implementation of the system was carried out with the aim of instilling in children with mental retardation a culture of behavior, 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 faces a number of organizational and scientific problems, the solution of which would allow for qualitative and quantitative improvement of 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 for children with disabilities health through defectological comprehensive 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 children are treated preschool age, with the aim of optimally combining therapeutic, health-improving and psychological-pedagogical work for successful preparation children to study 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 or not covered at all schooling, or are educated in mass schools, where they do not have adequate conditions for development and are unable to assimilate educational program;

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

Creation of a multi-purpose pilot production for the development and production of small series technical means education 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, implementation innovative forms work of educational institutions with the family of an atypical child.

Children with disabilities can receive education in special (correctional) educational institutions; the Law on Social Protection of Persons with Disabilities and the Law on Education provide for the creation of such educational institutions. Specialist. schools, classes, groups that provide treatment, education and training, social adaptation and integration into society of children with disabilities are created by educational authorities.

Financing of these educational institutions is carried out according to increased standards.

The categories of students and pupils sent to the specified educational institutions, as well as those kept on full state support, are determined by the Government of the Russian Federation. The following special (correctional) educational institutions are being created for students and pupils with developmental disabilities:

special (correctional) Primary School-kindergarten;

special (correctional) general education school;

special (correctional) general education boarding school.

The following types of special (correctional) educational institutions are established:

for deaf children (I type);

for the hearing impaired and late-deafened (II type);

for blind children (III type);

for visually impaired and late-blind children (IV type);

for children with severe speech pathology (Vtype);

for children with musculoskeletal disorders (VI type);

for children with mental retardation (VII type);

for children with mental retardation (VIII type).

The correctional institution provides students with conditions for training, education, treatment, social adaptation and integration into society. Children and adolescents with developmental disabilities are sent to these educational institutions by educational authorities only with the consent of their parents (legal representatives) based on the conclusion of the psychological, medical and pedagogical commission 7 .

Educational programs of special (correctional) educational institutions for students and pupils with developmental disabilities are developed on the basis of basic general education programs, taking into account the characteristics of psychophysical development and the capabilities of students and pupils 8 .

Correctional educational institutions of types I-VI carry out the educational process in accordance with the levels of general education programs of primary, basic and secondary (complete) education. Educational institutions of the VIII type teach programs of primary and basic education; in educational institutions of the VIII type, pupils receive knowledge in general education subjects that have a practical orientation and correspond to their psychophysical capabilities, and skills in various work profiles.

The educational process in a correctional institution is carried out by specialists in the field of correctional pedagogy, as well as by teachers and educators who have undergone appropriate retraining in the profile of the correctional institution.

In a correctional institution, the following maximum occupancy of classes, groups (including special classes (groups) for children with complex defects) and extended day groups is established:

for the deaf - 6 people;

for the hard of hearing and late-deafened with slight underdevelopment of speech caused by hearing impairment - 10 people;

for the hard of hearing and late-deafened with profound speech underdevelopment caused by hearing impairment - 6 people;

for the blind - 8 people;

for the visually impaired and late blind - 12 people;

for those with severe speech impairments - 12 people;

for those with musculoskeletal disorders - 10 people;

for those with mental retardation - 12 people;

for the mentally retarded - 12 people;

for the profoundly mentally retarded - 10 people;

for those with complex defects - 5 people.

In order to overcome deviations in the development of pupils, the correctional institution conducts group and individual correctional classes.

In accordance with the Model Regulations on a Special (Correctional) Educational Institution, special classes, groups, and extended day groups (including for students with complex disabilities) may be opened in a correctional institution for students and pupils with developmental disabilities. Letter of the Ministry of Education of the Russian Federation dated April 3, 2003 N 27/2722-6 “On the organization of work with students with complex disabilities” defines the specifics of the educational process in special classes, groups, extended day groups for students and pupils with complex disabilities in special ( correctional) educational institutions.

Complex defect - any combination of mental and (or) physical defects confirmed in in the prescribed manner. Special classes are opened with the aim of maximizing social adaptation, involving these students and pupils in the process of social integration and personal self-realization.

Children of school age are sent to special classes with the consent of their parents and in the presence of a conclusion from a psychological, medical and pedagogical commission.

The content of education in a special class is determined by the educational program developed on the basis of the educational program of the given institution, taking into account the characteristics of the psychophysical development and capabilities of the pupils, adopted and implemented by the correctional institution independently. When developing an educational program for special classes, educational programs of special (correctional) educational institutions for students and pupils with other developmental disabilities can be used.

formation of ideas about oneself;

formation of self-service and life support skills;

formation of accessible ideas about the world around us and orientation in the environment;

formation of communication skills;

training in substantive, practical and accessible work activities;

teaching accessible knowledge in general educational subjects that have a practical orientation and correspond to the psychophysical capabilities of students;

mastery of available educational levels.

Children studying in a special class are treated by a speech pathologist, a speech therapist, specialists in exercise therapy, massage, a social worker, etc.

Classes for children with severe mental retardation can be created in Type VIII schools. However, these classes accept children with moderate degree of mental retardation, who have no medical contraindications for staying in a correctional institution and have basic self-care skills 9. These provisions exclude children with severe (F72) and profound (F73) mental retardation from the education system.

The problem is that the opening of such classes is not mandatory for special educational institutions; many institutions do not open such classes, and children with several combined defects are excluded from the education system. It seems that it is necessary to make the opening of such classes mandatory for specialists. schools as children with complex disabilities are identified.

Another problem with correctional educational institutions is that not all subjects of the federation have correctional educational institutions of all types, and disabled children must receive education in another region and live not in a family, but in a boarding school. Since these schools are financed from the budgets of the constituent entities, special schools refuse to accept children from other constituent entities of the Federation. Most often, this problem is solved by concluding agreements between the educational authorities of the constituent entities and the subject of the Federation in which there is a special one. the school receives money from other regions. In such a case, an additional burden falls on the parent of a child with a disability; he must contact the educational authorities of the subject of the federation where his child lives and ask to pay for the child’s special education. school in another region. This problem is further complicated by the fact that the subjects have different financial capabilities, and a region with a small budget will not be able to pay quite expensive training disabled child in special school in another region.

From the analysis of Russian legislation on education, we can conclude that while the system is special. Schools are central to the education of people with disabilities. At the moment, the emphasis is on the development of the special system. schools, funds from federal programs are mainly directed precisely for these purposes, and not for creating conditions for the education of children with disabilities in regular schools.

This is a draft article by Vadim Meleshko (Teacher's Newspaper), made on the basis of interviews with specialists in correctional pedagogy. The author himself admits that it is crude and may contain some inaccuracies, but I liked it for its rich content and coverage of the widest range of problems associated with teaching children, as they now say, with developmental disabilities. The state proclaimed the right of every child to study in secondary school and duty educational organizations create appropriate conditions for it. The task is difficult even at the superficial glance of any sane person. The article raises problems from the point of view of professionals - it becomes clear that they cannot be solved at the drop of a hat. There are few good wishes; painstaking work is required to create conditions in schools so that the process of teaching disabled children and children with limited health capabilities is really useful, and does not become torment for all participants in educational relations.

Correctional education: yesterday, today, tomorrow
Many reforms carried out in the education system cause very mixed assessments both among ordinary teachers and among specialists and researchers. One of these reforms is related to the restructuring of the system of special correctional schools against the backdrop of active promotion of inclusive education. The reformers’ arguments are logical in their own way: after all, a barrier-free environment for people with disabilities has been implemented abroad, where children can study together, regardless of whether they have certain congenital defects, why are we worse?

Parallel curves
Before criticizing current approaches to solving the problems of correctional education, let's remember how they tried to solve them in the past. During the Soviet era, there were two parallel education systems - general and special. They practically did not overlap; moreover, the overwhelming number of citizens simply did not suspect the existence of a special education system for the disabled.
From today's perspective, we can evaluate everything that was created then differently, but we should clearly understand: it was a system ordered by the state. The state financed it, provided it with personnel, scientific developments and legislation - first of all, the law “On universal, general and secondary education” and the Regulations on the unified labor school.

Different categories
In those days, for disabled children, who today are usually politically correct called “children with disabilities” or “children with special educational needs”, the term “defective”, indecent by today’s standards, was coined, which was then replaced by another - “abnormal”, and only then – “children with mental and physical developmental disabilities.” This category included children with hearing impairments, vision impairments, severe speech impairments, musculoskeletal disorders, mental retardation and the mentally retarded. For these categories of children, the state, based on the principle of universal education, began to build a system of special education. Initially, it was built as a school of the first stage, that is, as an elementary school. As the system improved general education and the boundaries of universal education changed, they started talking about a seven-year school, and then about a complete secondary school. That is, there was differentiation both horizontally and vertically.
Later, these children began to be legally transferred to master a new, more complex program. However, they could not master the knowledge within the existing time frame due to their health conditions. Then schools began to be differentiated: children with hearing impairments were divided into deaf and hard of hearing, and two departments emerged - for the hard of hearing and the late deaf. Children with vision problems were divided in the same way, dividing them into blind and visually impaired. Thus, to this day we have preserved the division of special schools into 8 types:
I. deaf,
II. hearing-impaired and late-deafened,
III. blind,
IV. visually impaired,
V. with severe speech pathology,
VI. with musculoskeletal disorders,
VII. with mental retardation,
VIII. mentally retarded.

Less theory, more practice
The mechanical extension of training periods and raising the bar for universal education have led to some paradoxes and distortions, and in this our system differs significantly from foreign ones.
Initially, it was clear to specialists that mentally retarded children with mental disorders were not able to master the educational program created for children without such disorders. But universal education required - first 4 grades, then 7, then 9, then 10, and finally 11. Formally fulfilling the requirements of universal education, I simply had to extend the program. The academic component remained the same, within primary education, and from year to year the component of labor education and pre-vocational training increased. That is, in high school, in fact, children were taught to work with their hands almost the entire week and were given the basics of the profession. Is it good or bad? At least, previously the state and society were satisfied with this approach.
The children were prepared for real work - low-skilled or unskilled, they were given the basics of professions available to them according to their level of development. The vast majority of graduates of auxiliary schools were employed, could live on their salaries and benefit society. Some of them during the Great Patriotic War They fought very well and were awarded orders and medals. And then no one remembered their mental characteristics.

More complexity = more expensive
As for the rest of the children who do not have mental disorders, as the programs became more complex, teachers of special schools found themselves in a difficult position. On the one hand, children do not seem to suffer from mental retardation, which means they must master the general education program, albeit an adapted one (although it was not always clear what the essence of this adaptation was, so it all came down to special methodological techniques and technologies). On the other hand, training periods were increased and class sizes were reduced. And all this has led to an increase in the cost of education for this category of children.
A significant part of the graduates of special schools received a good education, could enter technical schools or even universities, that is, engage not only in physical education, but also mental labor. They turned out to be successful citizens of the country. But comparison with secondary schools led to the fact that the system had to be complicated. First they went to open special kindergartens, then they lowered the start dates for education even lower, to nurseries. I’ll tell you a secret that the idea of ​​​​educating deaf infants and their mothers was proposed by our great scientists in the 20s. And the effectiveness of this training has been proven experimentally. Another thing is that the state in those years could not implement these ideas.

Questionable effect
Let me remind you that the history of teaching special categories of children historically begins with the education of the deaf. It is in this direction that the most experience has been gained, and it is from here that all innovations and achievements, including organizational and structural ones, come. Why exactly the deaf? Initially, because from the point of view of Roman law, a deaf person is dead, since he cannot communicate with the court, which means that the court does not recognize him as a person. And for christian church a deaf person is a dissident because he does not hear the word of God. And the first teachers of the deaf are Western clergy, whose goal is to churchize him in order to recognize him as an equal believer. And for this you need to give him oral speech.
The state begins to educate deaf children from the age of 3, then they come to school and study for another 10-11 years. Then they get the post school education in schools, where they are given the basics of the profession. But if you look at all this through the eyes of an economist, it turns out that children from schools of types 1-8 study much longer than ordinary ones. They need special conditions, special textbooks, teaching aids, notebooks. Class occupancy rates in special schools are lower, and teachers' salaries are higher. Consequently, training for special categories of children is approximately 3-5 times more expensive, and the training period is almost 2 times longer. It is clear that no budget can support this. But, most importantly, what effect do we get as a result? How tangible is the economic return for the state that finances all this in the future?

Economically unprofitable
By the end of the 70s - beginning of the 80s, countries that had gone much further than us in training and employing people with disabilities came to the conclusion: it is cheaper to provide these people social assistance than to provide them with jobs.
Coming to developed Western countries, we admire the level and quality of life of disabled people. It's free medical service, free prosthetics, sports for the disabled, etc. The Western world has moved towards improving the quality of life. These are leisure, culture, social mobility. Since the late 60s, they abandoned expensive universal education, and, through savings, began to spend money on improving the quality of life. And, besides, unlike us, they predicted the development of the market very early. And it turned out that there was simply no place for graduates of special schools. In fact, the state created a system of universal education for people with disabilities, went to enormous expense, thinking that in the future they would find their niche, do the work that no one would undertake, but then it turned out that there was no effect from this, and no benefits either. What the disabled person returned to the state in the form of taxes from his salary does not repay what it invested in him during all the years of study.
It turned out that the labor market is becoming technologically advanced; there is not enough room in it even for healthy people, let alone disabled people. In addition, third world countries are able to provide any economic needs with cheap labor. Why should a wealthy Western state spend money on training a local disabled shoemaker, if it is easier for it to hire a healthy craftsman from Africa or India, and provide its disabled person with the opportunity to engage in sports, culture, etc.?

The Birth of Inclusion
We admire the charity of many foreign firms and companies, saying how much they invest in the disabled. But if you take an interest in the local legislation, it turns out that the creation of one workplace for a disabled person and the amount of fines in case of loss of health at work amount to a much larger amount. Therefore, rather than investing a million to ensure the safety of one disabled person at work, it is simpler and easier to donate half a million to give him the opportunity to develop culturally. It is both beautiful and economically beneficial.
And this is where ideas of inclusion are first born. Moreover, it was not teachers who were the first to talk about it, but economists. In their opinion, if it is too expensive for the state to teach disabled people in special schools en masse, why not start teaching them in regular educational institutions, among normal people?

Other priorities
So, it became clear that the system of universal education for people with disabilities, previously created in a number of states (if we take the leaders in this direction - Germany, England, France, the USSR, the USA, Canada), found itself faced with the same problems. However, they began to solve them completely different ways. Thus, Germany produces useful artisans - shoemakers, carpenters, builders, France produces law-abiding and devout socially adapted and culturally developed Catholics, and England produces independent citizens who take their health and family seriously. But shoes and clothes for the Englishman are made not by British invalids, but by Asian shoemakers and tailors.
Therefore, the goals of special education in these countries are different. And when we say that we must do the same as abroad, this is an abstract statement, because abroad everything is far from being so simple. It is hardly possible to talk about any one universal and acceptable model for us. Inclusion in post-Frankish, impoverished agricultural Spain, inclusion in Germany, destroyed by two wars, and inclusion in Scandinavia, which did not participate in a single world war, are three fundamentally different inclusions. Just as there are no “universal human values” that are the same for everyone, without exception, there is no single “recipe” for inclusive education that would be equally successfully applicable everywhere in the world.

The thorny path
Today in a number of so-called “welfare countries” there is free education and free medicine. But it is worth recalling that in Sweden they became such for more than 100 years, in Denmark even earlier. Denmark introduced free services for people with disabilities in 1933, but we still cannot decide what is better – privileges or benefits. In this country, infant hearing screening was introduced in 1943. And at that time we had a battle on Kursk Bulge. The Danes were solving this very problem, and we did not know whether we would even survive as a nation. It is not surprising that at the end of the 70s of the last century the Scandinavians achieved very high level life, when medical care, education, social security can be guaranteed to any person directly at the place of residence, no matter where he lives. Therefore, they did not need the cumbersome system of correctional schools that other countries still have. They solved this problem in a different way.
Prosperous countries have moved towards inclusion because they do not need such a number of highly educated people, including disabled people, if the number of places in the labor market is constantly decreasing. In a situation where highly qualified specialists cannot find work, one can hardly hope that mentally retarded people will find it. And it is unlikely that this particular category of citizens should be specifically provided with places if it is possible to take others with experience. We need to go a different way. For example, create charities, public organizations, involve the church. And we decided: let’s do it like in the West, we’ll invest a lot of money, but we’ll take it from the budget. You can not do it this way! This, firstly, is too irrational, and secondly, it contradicts the logic of the evolutionary development of educational systems.

Such different inclusions
In 1990, Boris Yeltsin signed all international agreements; just yesterday we lived in a country that was proud of its system of special schools, but today it turns out that the very existence of such institutions is discrimination against persons with disabilities.
Meanwhile, the “prosperous countries” from which we decided to take an example developed in accordance with their own history. The elite countries for special education are Northern Europe. Countries that succeeded in this, but experienced serious upheavals in the 20th century, are France, Germany, and England. And, finally, there are the countries of Southern Europe - Spain, Portugal, Greece, etc. But there, later than others, they recognized the right of the mentally retarded to receive an education. And it was there, for example, that the entire 20th century was fascist regimes. Franco in Spain, Salazar in Portugal, Mussolini in Italy, black colonels in Greece, etc. And the ideology of fascism is quite frank: if there are inferior people whose maintenance takes away the bread from other, normal people, then why are they there at all? Therefore, the first thing Hitler did was pass a law on the euthanasia of severely mentally retarded citizens and psychiatric patients. But this is a dangerous path, because if you admit that there are people who are more valuable, less valuable and generally unnecessary, get ready for the fact that tomorrow someone will recognize you as not being valuable enough.
By the way, Napoleon at one time closed the first schools for the blind, because he was a southerner and decided that there was no need to educate disabled people at the expense of the budget, because they could earn themselves much more through alms. If there are almshouses organized by the church and individual citizens, why strain the state? A citizen wants his disabled child to study at good conditions– please, but let it be private school. Based on this logic, the blind began to be taught en masse much later, precisely because they had not previously seen an economic reason for it.

Jump over your head
Returning to the problems of the current period, we can say: the crisis of correctional education lies in the fact that we are trying to try on someone else’s model, not realizing that it simply does not suit us.
We have a very short history, and we are trying to skip over a natural stage of development. About 30 years ago, not a single journalist, not a single official even knew about the problems of correctional schools. Yes, our successes were recognized all over the world, but almost nothing was known about them within the country. But let me remind you that famous experiment with the training of deaf-blind people (they are also called deaf-blind and mute) was delivered specifically in the USSR. In the 60s, specialists from our research institute worked for several years with four students who had profound pathologies of the organs of hearing and vision. They taught them to speak, gave them a solid school education, as a result of which they entered and graduated from a university. One of these students, Alexander Vasilyevich Suvorov, became a professor, Doctor of Psychology, and teacher at two Moscow universities. Is anyone able to repeat this experiment today?
I can say with all confidence: as far as scientific heritage is concerned, our country has traditionally been among the leaders in the field of correctional pedagogy. Another thing is that in practice we are unable to implement all scientific achievements. But here the state must conclude what experience should be taken, whose experience should be borrowed - our own, proven and guaranteed, or foreign, applicable in a different culture, economy and traditions. And these are problems, you see, of political will, and not at all of defectology as a science.

Legislated
Behind last years a regulatory framework has been developed that has significantly expanded and consolidated the rights of parents to choose an educational route, and the student’s right to receive education in a particular institution. Initially, everyone was guided by the provision of a unified labor school, and today children with a serious medical diagnosis can fully study. You just need to know where and how best to train them. The presence of violations does not mean a ban on attending secondary schools. Maybe it’s another matter that we are confused by the other extreme: if previously everyone was driven en masse to special schools, today in the same way everyone is driven en masse to general education institutions. I am an active opponent of this approach.
Denmark adopted the first regulatory document directly related to the education of people with disabilities. It was called the “Deaf Education Act” - this is a kind of prototype of the law on special education. So, it was adopted back in 1817. In our country, basic the federal law on the education of disabled children was adopted in 2012. Everything that was before this was departmental standards, orders of the Ministry of Education, the Ministry of Education, etc. There are many critics of the law “On Education in the Russian Federation,” but for the first time the state has defined who children with special educational needs and disabilities are, and what inclusive education is. True, the concept of a correctional school itself has been lost in the law, and this is precisely the essence of the crisis. But for the first time, the law defines the rights and responsibilities of all participants in the educational process - parents, teachers and students. Perhaps all this is not spelled out clearly enough, we still need to work on it, but the main step has been taken.

Positive trends
It is worth recognizing that over 25 years the state has changed its attitude towards the problem, and now any official knows everything about the rights of people with disabilities, about creating an accessible environment for all categories of citizens. They know how this problem is solved abroad and how it needs to be solved here.
Just the other day we discussed a draft law prepared by State Duma deputy Oleg Smolin; this document is precisely intended to protect the rights of correctional institutions. It enshrines the parent’s right to choose an educational institution. The state must ensure the development of correctional schools, inclusive education, and combined type schools in which a wide variety of categories of children are educated. But the parent has every right to choose from this list what is closest to him. In addition, it is proposed to legislate next requirement: a correctional institution can be closed or repurposed only if this decision is supported by 75% of the parents whose children attend it. Because now such decisions are made based on the decisions of certain “ initiative groups”, which do not necessarily represent the interests of all parents.

Not only love
I spoke with parents who are passionate supporters of inclusion. In their opinion, a correctional school is a cage, a prison, where children are given little useful information, where there are bad teachers who teach nothing, but in a general education school, ideally, all students are surrounded with love and care, where they develop harmoniously and fully, communicating with ordinary children. I tell such parents that if they really managed to find such a school, then this is very good. But not every region can provide this pleasure. And it is hardly worth abandoning an institution where there are professional defectologists in favor of schools where ordinary teachers work. Love alone is not enough to give children a full-fledged education and upbringing, taking into account the characteristics of their health. Hippotherapy, Montessori acorns, origami, music, games, etc. - this is wonderful, but will all this make a hearing-impaired child hear better, or a blind child see better? You may ask: can mentally retarded child get an education in a regular school, not a correctional school. Yes, maybe, but what will we get as a result? While the children in the class are being told about Cervantes, about plots, associations, alliteration, etc., this child will sit and color the picture windmill. What's next? Previously, this child, having completed 8 grades, knew how to hold a file, how to work with a chisel, and could go to a factory and earn a living. And now, at best, he knows the name of Don Quixote's horse, but how much benefit does this give him?
I don't mind if they sit next to each other and study together. But are the conditions created for this in secondary schools today? Are there workshops there where “special” guys could realize themselves in what is available to them?

In one space
The way out is the creation of combined-type institutions in which children with disabilities and ordinary children can study, both from complete families, and orphans. They may have different diagnoses, educational prospects, but they all must be in one educational environment, because then they will still have to live together, and it is better to immediately teach them this coexistence. But there is no need to try to bring everyone to some single level, so that they all - both sick and healthy - correspond uniform standards. It doesn't happen that way. Needed different standards, different approaches.
We discuss all the time: should different children study in the same class or should they be separated? different classes or even schools. In my opinion, main question in another: in what case can we guarantee the maximum development of a child - if we create special conditions for him in a special school or if we place him in the same class with everyone else.

Together but apart
There are categories of children who do not have mental defects, but, roughly speaking, behave like themselves. The question arises: in which school and in which class will he feel most comfortable? And how comfortable will those around you – classmates and teachers – feel? Again, who will look after him? The same one who teaches, or a specially designated employee? All this again comes down to money, the ability to provide a full-fledged educational process. A lot depends on how exactly the educational space inside this school will be organized, so that one does not interfere with the other and so that everyone is provided with individual approach depending on its characteristics. For example, I like the school model in which special children are separated into separate classes, where specialists work with them, but during breaks and at extracurricular school events they are all together, communicate with each other, and participate in certain joint activities. Under one roof you can unite different systems, classes, approaches. But we are again told that all this is wrong, that these are again barriers, but in fact, salvation lies in homogeneous classes, where everyone is together and everyone is equal!
So what kind of program are we implementing? According to some British comrades, the school should generally be turned into a club of interests, reducing its compulsory educational program to a minimum. Let the children do what they like!
Is this what we are striving for?..

General educator
There is an opinion that in conditions when the health of the younger generation is deteriorating from year to year, when more and more children are born with developmental anomalies, all teachers, without exception, should improve their qualifications in order to be able to work with different categories of children. And ideally, every teacher should be trained as a defectologist. But these are different things! There is a general education school teacher, and there is a speech pathologist; these are different specialists. At the same time, of course, every teacher is obliged to know the basics of defectology, this is quite logical. We all must understand that in our practice we may well encounter a child with special educational needs. And this, by the way, is a fairly broad concept - it includes children of migrants who do not speak Russian, and children at risk - drug addicts, hooligans, tramps, and disabled children.
So, every teacher must understand the degree of complexity of the problem. And do not try to correct in two weeks what cannot be corrected over the course of a lifetime, even if such results are required of him. The teacher must soberly assess his capabilities, know how to work with different children, what methodologies to use, what is necessary and what should not be done under any circumstances, and also have an idea of ​​which specialist should turn to for help if he lacks qualifications .

Incompatible concepts
When our politicians and officials fought for children's rights, for some reason they did not take into account many things. For example, the idea of ​​per capita funding contradicts the idea of ​​inclusion, because you cannot enroll as many children in a class as possible while simultaneously creating comfortable conditions for disabled children, especially since the class sizes in correctional schools are much smaller. For some reason, they completely lost sight of the fact that if children with special needs appear in the class, then they need not only special programs and textbooks, but also special teaching materials, equipment, furniture, in addition, the teacher will have to write a separate one for each such student. lesson plan.
Officials are unaware that even if we are talking about such a seemingly understandable phenomenon as “hearing impairment,” it is necessary to distinguish between children who are completely deaf, hard of hearing, late deafened, and children with acoustic implants. They all represent different categories of students, each of them needs to be worked differently, and each one needs to be developed with its own program. And this is a colossal burden on the teacher, not to mention the fact that he must have fantastic qualifications. But it’s easier to blame everything on the performer – the teacher, instead of thinking from the very beginning how the problem should actually be solved.

Quality issue
Today, schools are famously reporting that they are ready to switch to inclusion, because a ramp has already been added to the building, and all teachers have completed two-week courses. But we all understand perfectly well that this is a fiction. It takes years to properly build a system for training and retraining teachers. And this can be done only on the condition that training will be carried out by those organizations that have qualified specialists. Now, unfortunately, this is trusted almost to bath and laundry plants. But even if the organization has some titled professor, it is unlikely that his lectures will be of much use if he comes to the region and tries to tell everything about everything in three hours. Moreover, ordinary teachers, as a rule, are not at all concerned about what wonderful schools there are in the UK and Iceland, but what to do with a student who crawls under his desk at the beginning of the lesson and cannot be pulled out of there. But professors rarely answer such questions.
Therefore, before declaring that now every school in our country must ensure the right of citizens to receive education, including inclusive education, teachers should be trained, and not formally, but very carefully. You cannot appoint teachers as Mother Teresa by order. Many teachers do not know how, and many simply do not want to work with special categories of children, and one can hardly blame them for this, because when they studied at the university, they had completely different ideas about this process, as well as about who should do what study. The rights of children and parents should not be confused with the qualifications of a teacher.

Standard of life
I repeat, most children from special schools can attend regular schools. But the main thing in the educational process is not smiles, not good attitude to each other, not the atmosphere in the classroom, but the knowledge and skills that the child should receive, and which will help him become independent after graduation.
Within the walls of our institute, teaching methods have been developed and tested for many years. And now it’s worth asking: do our teachers know what has been developed over many decades of work by our scientists? But this is a question for Rosobrnadzor, which must ensure effective preparation of teachers for the transition to inclusion.
In schools in Denmark, which I have repeatedly mentioned, the position of a psychologist was introduced back in 1949. And we still cannot understand why this specialist is needed. With us, he simply states that the child has such and such an IQ, that he has such and such a level of anxiety, etc. But what next? What should parents and teachers do about this? But in Danish schools, psychologists for more than 60 years have been engaged in establishing relationships within the team, between teachers, children and parents, doing everything so that political correctness from something imposed from above becomes a part and norm of life. And already in the early 50s in this country they came to the conclusion that it was absolutely necessary for every teacher to take a special course on working with a special category of students. But in our country, the rules of the game, goals, and conditions for achieving them are constantly changing, so it is not clear who and how to train, and most importantly, why.

The danger of “stealing”
A classic defectologist in our country used to study for 5 years. Defectological education in its Soviet understanding included 4 blocks of knowledge - philological, medical, general pedagogical, pathopsychological. A competent specialist is obtained only if all these blocks are mastered. Now, under the conditions of the Bologna process, the deadlines have been reduced. This means that the output we have is something flawed. This is not even a paramedic, not even an orderly, and not even a craftsman.
There must be training of specialists high profile, but professionalism does not lie in the fact that a person has been taught (and taught!) to love children for 5 years, but in giving him a tool with which you can solve this or that problem. If you are trying to explain a topic, and a student responds by tearing up his notebook, love alone is not enough, you need to know what should be done so that he changes his behavior, completes the task, solves the example. Because this is the result that will be asked of you, as a teacher.
We are actively participating in the Bologna process. But for some reason we forget that the University of Bologna was founded before Rus' was baptized. We cannot automatically adopt the experience of other countries, because they have been doing this for centuries, and we, in turn, have centuries of our own experience. The University of Bologna is a state within a state. There, when students go on strike, the police do not dare touch them. In a university state, the government is the community of professors. And here we appoint university rectors. And we have a lot of schools where the teacher is forced to interrupt the lesson to herd the cow. Striving to provide everyone equal rights and creating a unified educational space is, of course, good, but for now we see that the country is divided into a large number of different territorial educational systems, each of which has its own innovations, its own financial conditions, and its own salaries. Guided, sometimes, by good intentions, we destroy the educational space, since the result, very often, depends on how well the relationship between the governor and the minister of education of the region is built in a particular subject of the Russian Federation.

Conscious choice
Basic teacher training should begin with pre-university certification. If a person decides to become a defectologist, to help people with disabilities, he must first work for six months or a year as a volunteer in a special school, hospital, social security institution or family, just to understand whether he can even do this professionally, is this his choice? Is he able to overcome disgust, hostility, and accept this person with his problems? It can take a very long time to teach how to love a disabled child, but it is much more effective to try to simply change his diaper.
In the future, as I already said, every teacher, regardless of his specialty, needs to take a course in defectology in order to have an idea of ​​​​working with special children.
In addition, it is necessary to strengthen the course on the psychology of communication so that every teacher knows how to talk with children and parents, how to attract attention, what words should not be used, how to calm down, etc.
It is no secret that today many very good teachers simply do not want to work in an inclusive environment. And they can be understood, because if you are used to preparing winners of Olympiads and you are great at it, you are unlikely to be satisfied with the situation when you have to teach primitive knowledge every day, which the child constantly forgets. Therefore, I am sure that such teachers should not be overpowered; let them do what they can do better than others.

The most complete definition of the concept education gave by V.S. Lednev: “Education is a socially organized and standardized process of constant transmission by previous generations of subsequent generations of socially significant experience, which in ontogenetic terms is 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.” Education includes three components: 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 it is also impractical in the conditions of the dynamics of the system’s operation.

Correctional education is a system of special psychological, pedagogical, sociocultural and therapeutic measures aimed at overcoming or weakening the deficiencies in the psychophysical development of children, imparting to them accessible knowledge, skills, and 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. Let us give an approximate meaningful decoding of the educational correction process according to B.K. Tuponogov:

1. remedial education– 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 of the defect, the 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 the blind, but the child, first of all. Educating the blind and deaf 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 in the development of a child with special needs is possible only with the constant expansion of the zone of proximal development, which should act as a guideline for the activities of a 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 a child with developmental disorders 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 upbringing conditions 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 this regard, L.S. 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.”

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 developmental problems, a number of principles correctional educational work:

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

2. the principle of correctional and developmental orientation of training;

3. the principle of an integrated 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 preservation 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 socialization process of such 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 work, there were different directions.

1. Sensualistic(Latin sensus - sensation). Its representatives believed that the most disrupted process in an abnormal child is perception, which was considered the main source of knowledge of the world (M. Montessori, 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 improvement of the sensory sphere.

2. Biological(physiological). 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 3 stages of correctional and educational work: observation (in many ways this stage is consonant with the theory of M. Montessori), 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. 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 in children with mental retardation a culture of behavior, 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 30-40s. XX century under the influence of research on the developmental significance of the learning process (L.S. Vygotsky, M.F. Gnezdilov, G.M. Dulnev, L.V. Zankov, N.F. Kuzmina-Syromyatnikova, I.M. Solovyov). This direction is associated with the concept of a dynamic approach in understanding the structure of the defect and prospects for development 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 such children is not isolated into separate activities, as was the case previously, but is carried out throughout the entire process of training and education.

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:

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 educational institutions;

2. implementation of total intensification of the process of correctional education of children with special needs through special defectological education and improvement of pedagogical skills;

3. organization of a differentiated approach with elements of individualization to the didactic process within certain categories of children with special needs;

4. distribution of correctional educational work in some specialized children's medical institutions where preschool children are treated, with the aim of optimal combination medical, 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 to all children with psychophysical developmental disorders;

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

7. creation of multi-purpose experimental production for the development and production of small series of technical educational aids for children with sensory and motor impairments;

8. expansion of the network of sociocultural support for families raising children with special needs, defectological education of parents, introduction of innovative forms of work with families.

Literature: 3, 26, 29, 30, 51, 62, 64, 91, 97.

What is the attitude of people around you towards disabled children? For the most part, adults treat them as “poor and unfortunate,” and the children’s community rejects them as “abnormal.” Very rarely does a special child encounter interest from other people and a desire to make friends.

The situation with training is even worse. Not every school is ready to teach a child with special educational needs. So far, inclusion - education in a mass secondary school - remains only a dream for parents of special children.

The fate of many of these children is to study in correctional schools, which are not always located close to home, but often in another city. Therefore, most often they have to live in a boarding school.

Currently, the types of correctional schools are determined taking into account the primary defect of students. Each of the eight types educational institutions for children with special educational needs has its own specifics.

A special correctional educational institution of the 1st type accepts deaf children into its walls. The task of teachers is to teach how to communicate with others, to master several types of speech: oral, written, dactyl, sign. The curriculum includes courses aimed at compensating for hearing through the use of sound-amplifying equipment, pronunciation correction, social and everyday orientation, and others.

Type 2 correctional schools also carry out similar work, but only for children who are hard of hearing or late deaf. It is aimed at restoring lost hearing abilities, organizing active speech practice, and teaching communication skills.

The first and second types of correctional schools carry out the educational process at three levels of general education. However, deaf students take two years longer to complete the primary school curriculum.

The third and fourth types of correctional schools are intended for children with visual impairments. Teachers of these special educational institutions organize the process of training and education in such a way as to preserve other analyzers, develop corrective-compensatory skills, and ensure the social adaptation of children in society.

Blind children, as well as children from 0.04 to 0.08 with complex defects leading to blindness, are sent to a correctional school of the 3rd type. IN educational institution 4 types are accepted for children with visual acuity from 0.05 to 0.4 with the possibility of correction. The specificity of the defect involves training using typhoid equipment, as well as special didactic materials that allow you to assimilate incoming information.

A special correctional institution of type 5 is intended for children with general speech underdevelopment, as well as severe speech pathology. The main goal of the school is the correction of speech defects. The entire educational process is organized in such a way that children have the opportunity to develop speech skills throughout the day. If a speech defect is eliminated, parents have the right to transfer the child to a regular school.

Children with musculoskeletal disorders can study in a type 6 correctional school. In a correctional institution, motor functions are restored, developed, and corrected. secondary defects. Special attention is given to pupils.

Correctional school 7 types accepts children with mental retardation, and with opportunities intellectual development. At school, correction of mental development, development of cognitive activity and formation of skills are carried out educational activities. Based on the results, students can be transferred to a comprehensive school.

A correctional school of type 8 is needed for children with mental retardation to study according to a special program. The purpose of training is socio-psychological rehabilitation and the possibility of integrating the child into society. In such schools there are classes with in-depth labor training.

Almost all of the listed types of correctional schools educate children for twelve years and have on their staff specialists such as defectologists, speech therapists, and psychologists.

It goes without saying that children who have studied for so many years in boarding institution, have certain difficulties in social orientation. A big role in the integration of special children into society belongs not only to correctional schools, but also to parents. A family fighting for their child will definitely be able to help him adapt to the world around him.