Special educational institutions. Correctional education: pros and cons
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 a comprehensive school and the duty of educational organizations to create appropriate conditions for him. 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 general education system improved 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 the limits of primary education, and the component of labor education and pre-vocational training increased from year to year. 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 fought very well during the Great Patriotic War 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 portion of special school graduates received a good education and could enter technical schools or even universities, that is, engage in not only physical 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 the 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 receive 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 and the beginning of the 80s, countries that had gone much further than us in training and employing people with disabilities came to the conclusion that it was cheaper to provide these people with social assistance than to provide them with jobs.
Coming to developed Western countries, we admire the level and quality of life of disabled people. This includes free medical care, 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 in 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 the battle on the 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 reached a very high standard of living, when medical care, education, and social security can be guaranteed to any person directly at their place of residence, no matter where they live. 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 others with experience can be hired. We need to go a different way. For example, create charitable foundations, public organizations, and involve the church. And we decided: let’s do it like in the West, invest a lot of money, but 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 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? If a citizen wants his disabled child to study in good conditions, please, but let it be a 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 the famous experiment with teaching deaf-blind people (also called deaf-blind and mute) was carried out 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 the scientific heritage is concerned, in the field of correctional pedagogy our country has traditionally been among the leaders. Another thing is that in practice we are unable to implement all scientific achievements. But here the state must make a conclusion about 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
In recent 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 study fully. 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, a kind of prototype of the special education law. So, it was adopted back in 1817. In our country, the basic federal law on the education of children with disabilities 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 proposes to legislate the following 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 on the basis of 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 comprehensive 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 a mentally retarded child receive an education in a regular school rather than a correctional school? Yes, maybe, but what will we get as a result? While the children in the class are being taught about Cervantes, about plots, associations, alliteration, etc., this child will sit and color a picture of a 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 it 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 both children with disabilities and ordinary children, both from intact families and orphans, can study. They may have different diagnoses and educational prospects, but they should all be in the same 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 a certain level, so that they all - both sick and healthy - meet the same standards. It doesn't happen that way. We need different standards, different approaches.
We discuss all the time: should different children study in the same class or should they be separated into different classes or even schools. In my opinion, the main question is different: 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 within this school will be organized, so that one does not interfere with the other and so that everyone is provided with an individual approach depending on their 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 combine 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 financing contradicts the idea of inclusion, because it is impossible to enroll as many children as possible into a class, while simultaneously creating comfortable conditions for children with disabilities, especially since in correctional schools the class sizes 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 actually 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 a good attitude towards 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 high-profile specialists, 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. The desire to ensure equal rights for everyone and create a unified educational space is, of course, good, but so far 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? You can spend a very long time teaching 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.
If the parents themselves understand or doctors and other specialists have established that the child has developmental disabilities, you need to find a suitable educational institution as soon as possible. And the sooner you find one that suits your child with his individual characteristics, the higher the chances of his rehabilitation, social adaptation, psychological correction and overcoming health-related difficulties.
Related materials:
Kindergarten plus primary school
There are so-called primary schools-kindergartens of a compensatory type, where children with developmental disabilities are first simply in the kindergarten and socially adapt in the company of other children, and then their stay in the kindergarten smoothly transitions to studying in primary school. Then, depending on how the child copes with the program, he enters the 1st or 2nd grade of a correctional school.
Developmental features are too different
There are so many developmental features and they are so different that “special children” sometimes do not fit into the “cliche” of one diagnosis or another. And the main problem of teaching them is precisely that all the children are completely different and dissimilar, and each with their own oddities and health problems. And yet, experts have identified the main developmental problems or diagnoses, which are designated by the following abbreviations:
Cerebral palsy - cerebral palsy;
DPR - mental retardation;
SRD - delayed speech development;
MMD - minimal brain dysfunction;
ODA - musculoskeletal system;
OHP - general speech underdevelopment;
EDA - early childhood autism;
ADHD - attention deficit hyperactivity disorder;
HIA - limited health capabilities.
As you can see, of all of the above, only cerebral palsy, MMD and problems with the musculoskeletal system are specific medical diagnoses. Otherwise, the names of children's characteristics, oddities and problems are very, very arbitrary. What does “general speech underdevelopment” mean? And how does it differ from “speech development delay”? And this “delay” is relative to what - relative to what age and level of intelligence? As for “early childhood autism,” this diagnosis is given to children so different in behavioral manifestations that it seems that our domestic experts themselves do not agree on autism, since they have not yet studied this disease well enough. And today almost every second restless child is diagnosed with “attention deficit hyperactivity disorder”! Therefore, before you agree that your child will be given this or that diagnosis, show it to not one, but at least a dozen specialists and get from them clear arguments and clear medical indications for which the child will be given a diagnosis. A diagnosis such as blindness or deafness is obvious. But when they rush to assign a “diagnosis” to a playful child who causes educators and teachers more trouble than other children, just to get rid of him by transferring him to a kindergarten or school for “children with special needs,” then you can fight for your child . After all, a label stuck on since childhood can seriously ruin a child’s life.
Special (correctional) schoolsI, II, III, IV, V, VI, VIIAndVIIIspecies. What kind of children do they teach?
In special (correctional) general education Type I schools children with hearing impairments, hard of hearing and deaf children are educated. IN Type II schools Deaf and mute children study. Schools of III-IV type Designed for blind and visually impaired children. SchoolsVkind accept students with speech disorders, in particular children who stutter. Type VI schools created for children with problems in physical and mental development. Sometimes such schools operate at neurological and psychiatric hospitals. Their main contingent is children with various forms of cerebral palsy (CP), spinal cord and traumatic brain injuries. VII type schools for children with ADHD and mental retardation. VII type schools They deal with the correction of dyslexia in children. Alexia is the absence of speech and a complete inability to master speech, and dyslexia is a partial specific disorder of reading acquisition caused by a violation of higher mental functions. And finally, in special (correctional) general education VIII type schools teach mentally retarded children, the main goal of these educational institutions is to teach children to read, count and write and navigate in social conditions. At schools of the VIII type there are carpentry, metalworking, sewing or bookbinding workshops, where students within the school walls receive a profession that allows them to earn a living. The path to higher education is closed for them; upon graduation, they only receive a certificate stating that they have completed the ten-year program.
Correctional school: strive for it or avoid it?
This difficult question is up to you to decide. As we know, cerebral palsy has such different and dissimilar forms - from profound mental retardation, in which doctors pronounce the verdict: “unteachable” - to completely intact intelligence. A child with cerebral palsy can suffer from a musculoskeletal system and still have a completely bright and smart head!
Taking into account all the individual characteristics of the child, before choosing a school for him, consult a hundred times with doctors, speech therapists, speech therapists, psychiatrists and parents of special children who have more experience due to the fact that their children are older.
For example, is it necessary for a child with a severe stutter to be surrounded by people like him? Will such an environment benefit him? Isn’t it better to follow the path of inclusive education, when children with diagnoses are immersed in an environment of healthy peers? After all, in one case a correctional school can help, but in another... it can harm. After all, each case is so individual! Remember the first frames of Tarkovsky’s film “Mirror”. "I can speak!" - says the teenager after a hypnosis session, forever freed from the severe stutter that oppressed him for many years. The brilliant director thus shows us: miracles happen in life. And someone whom teachers and doctors have given up on can sometimes surprise the world with extraordinary talent, or at least become a socially adapted member of society. Not a special person, but an ordinary person.
Visit the school in person!
Doctors will be the first to judge your child's abilities. They will refer him to the Psychological-Medical-Pedagogical Commission (PMPC). Consult with the members of the commission which school in your district will best suit your child, allow him to reveal his abilities, and correct his problems and shortcomings. Contact the district resource center for the development of inclusive education: maybe they can help with advice? Start by calling schools in your district. Chat on forums with parents of children who are already studying. Are they satisfied with the education and attitude of the teachers? And it’s better, of course, to personally meet the school director, teachers and, of course, future classmates! You must know what kind of environment your child will be in. You can go to school websites, but there you will only get a minimum of formal information: you can paint a beautiful picture on the Internet, but will it correspond to reality? Only visiting it will give you a true idea of the school. Having crossed the threshold of the building, you will immediately understand whether there is cleanliness, order, discipline, and most importantly, the reverent attitude of teachers towards special children. You will feel all this right at the entrance!
Home-based training is an option
For some children, doctors offer home-based education. But this option is again not suitable for everyone. Some psychologists are generally categorically against home schooling, because for children with special needs there is nothing worse than isolation from society. And home schooling means isolation from peers. While communication with them can have a beneficial effect on the mental and emotional development of the child. Even in ordinary schools, teachers talk about the great power of the team!
Please note that there are several schools, for example, type VIII in each district, and there is even a choice, but schools for blind or deaf children are not available in every district. Well, you will have to travel far, transport or... rent an apartment where there is a school your child needs. Many nonresidents come to Moscow solely for the sake of education and rehabilitation of their special children, because in the provinces there is, by and large, simply no special education. So, visitors don’t care in which district to rent housing, so first they find a school suitable for the child, and then they rent an apartment nearby. Maybe you should do the same in the interests of your own child?
According to the Constitution of the Russian Federation, everyone is equal
Know that according to the Constitution of the Russian Federation and the law on education, everyone has the right to education, regardless of diagnosis. The state guarantees universal access and free preschool, basic general and secondary vocational education (Articles 7 and 43 of the Constitution of the Russian Federation). The provisions of the Constitution of the Russian Federation are explained in the Federal Law of July 10, 1992 No. 3266-1 “On Education”, in accordance with paragraph 3 of Article 2 of which one of the principles of state policy in the field of education is universal access to education , and adaptability of the education system to the levels and characteristics of development and training of students .
So, to enroll a child in first grade, you must submit to a general education institution an application for admission, a birth certificate, a medical card in the form 0-26/U-2000, approved by order of the Ministry of Health of the Russian Federation dated July 3, 2000 No. 241, a certificate of registration child (form No. 9). Parents have the right not to disclose the child’s diagnosis when admitting him to an educational institution (Article 8 of the Law of the Russian Federation of 07/02/1992 N 3185-1 (as amended on 07/03/2016) “On psychiatric care and guarantees of the rights of citizens during its provision” (with amendments and additions, entered into force on January 1, 2017), and the school administration has no right to receive this information from anyone other than the parent (legal representative) of the child.
And if you think that your child’s rights are being infringed upon by attributing a false diagnosis to him (after all, unwanted people have always been sent to psychiatric clinics), feel free to join the fight! The law is on your side. Remember, there is no one but you to protect your child’s rights.
Correctional educational institutions are specially created, taking into account all needs, educational institutions providing students with developmental disabilities; training, education, treatment that contribute to their social adaptation and integration into society.
For the first time, special education for special needs children began in Spain in 1578, in England in 1648. In France in 1670. Attempts at special education for children with intellectual disabilities began in the 19th century, combined with research into the phenomenon of oligophrenia itself. In the Russian Empire, a system of special education for children appeared in 1797 with the establishment of the department of Empress Maria Feodorovna, which paid special attention to orphanages.
At the beginning of the 20th century, about 4.5 thousand charitable organizations and 6.5 thousand institutions for social support of children, including those with developmental disabilities, operated in the Russian Empire. In pre-revolutionary Russia, a network of special educational institutions was created, and by the beginning of the 20th century, when the experience of teaching and raising special children was adopted everywhere, knowledge was systematized - correctional pedagogy took shape as a unified system of correctional education.
Today in Russia, the activities of special (correctional) educational institutions are regulated by the standard regulation “On a special (correctional) educational institution for students with developmental disabilities” (1997) and the letter “On the specifics of the activities of special (correctional) educational institutions of types I-VIII” .
Special (correctional) institutions in Russia are divided into 8 types:
1.Special (correctional) educational institution I 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 for deviations in their psychophysical development, to obtain general educational, labor and social preparation for independent life.
2. Correctional institution II type created for the education and upbringing 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 in 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 paid 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 III and IV types provide training, education, correction of primary and secondary developmental deviations in pupils with visual impairments, development of intact analyzers, 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. Correctional institution V type 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 related features of mental development.
6. Correctional institution VI species created for the training and education of children with disorders of the musculoskeletal system (with motor disorders of various etiologies and severity, infantile cerebral palsy, with congenital and acquired deformations of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, paresis and paraparesis of the lower and upper extremities ), for the restoration, formation and development of motor functions, correction of deficiencies in the mental and speech development of 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. Correctional institution VII type created for the training and upbringing of children with mental retardation, who, although potentially intact intellectual development capabilities, have weakness of memory, attention, insufficient tempo and mobility of 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 of cognitive activity, formation of skills and abilities of educational activities.
8. Correctional institution VIII species is created for the training and education 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.
From the above, we see that the main goals of correctional education of any kind are social adaptation and integration of a special child into society, that is, the goals are completely identical to inclusion. So what is the difference between inclusive and specialized education? First of all, in ways to achieve the goal.
1. The methodology of correctional education is formed on the basis of knowledge of the physiological and mental characteristics of children with developmental disabilities. Individual and differentiated approach, special equipment, special techniques, clarity and didactics in explaining the material, special organization of the regime and class size based on the characteristics of the children, nutrition, treatment, unified work of defectologists, speech therapists, psychologists, doctors... this is not the entire list something that does not and cannot be presented in a mass school.
2. The main goal of a mass school is to give students knowledge for their subsequent use. In a general education institution, it is the level of knowledge that is primarily and significantly assessed; education takes up 5-10% of the program. In correctional institutions, on the contrary, education takes up the largest part of the program (70-80%). Labor 50%, physical and moral 20 - 30%. Great emphasis and emphasis is placed on teaching labor skills, while each correctional school, in accordance with its type, has its own workshops in which children are trained in precisely those professions that are available and permitted to them, in accordance with the approved list.
3. The organization of education in a correctional school consists of 2 parts. In the first half of the day, children receive knowledge from teachers, and in the second half of the day, after lunch and a walk, they study with a teacher who has his own program. This is training in traffic rules. Rules of behavior in public places. Etiquette. Role-playing games, excursions, practical tasks followed by analysis and analysis of the situation. Crafts... And much more that is not provided for in the general education program.
So the question arises: who better socializes, adapts and integrates special children to life in a macro-society with such significantly different approaches? Is it worth so mercilessly destroying what has been accumulated, worked out, and created for special children for centuries? Shops, courtyards, playgrounds, children's infrastructure, cooperation between mass and correctional schools are quite a sufficient stadium for the introduction of special children into society. So what is the essence of inclusion? And do we really need it that badly?
According to the 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 for 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 speech 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 paid 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 deformations of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, paresis and paraparesis of the lower and upper extremities), for the restoration, formation and development of motor functions, correction of deficiencies in the mental and speech development of 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 the VII type is created for the training and education of children with mental retardation, who, although potentially intact intellectual development capabilities, have weakness of memory, attention, insufficient tempo and mobility of mental processes, increased exhaustion, lack of formation of voluntary regulation of activity, emotional instability, for ensuring correction of their mental development and emotional-volitional sphere, activation of cognitive activity, formation of skills and abilities in 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....
Correctional education for children with disabilities – 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 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 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 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.
Let us give an approximate meaningful decoding of the educational correction process proposed:
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 within the framework of the theory of cultural and historical development of the psyche developed by him: the complexity of the structure (specific features) of the defect, the general patterns of development of a normal and abnormal child. The goal of correctional work 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 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. in this regard, he 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 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 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,” 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, 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 (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. (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 the didactic process within certain categories of children with developmental disabilities;
4. Distribution of correctional educational work in some specialized children's medical institutions in which 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;
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 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;
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.
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