Special education types of special correctional schools. School system of special education

According to the standard position, 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 all-round 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 an 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-deaf children (deafened in preschool or school age, but retained independent speech), their all-round development based on the formation of verbal speech, preparation for free speech communication on an auditory and auditory-visual basis. Teaching hearing-impaired children has a corrective orientation that helps to overcome developmental disabilities. Moreover, during the entire educational process special attention is paid to the development of auditory perception and work on the formation 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, upbringing, 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) training of blind and visually impaired children, children with strabismus and amblyopia can be organized.

5. A correctional institution of the V type is created for the training and education of children with severe speech pathology, providing them specialized assistance, contributing to overcoming speech disorders and related features mental development.

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 etiology and severity, cerebral palsy, with congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower limbs, paresis and paraparesis of the lower and upper limbs), for the restoration, formation and development of motor functions, correction of mental and speech development children, their social and labor adaptation and integration into society on the basis of a specially organized motor regime and subject-practical activity.

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

8. Correctional institution of the VIII type is created for teaching and upbringing of children with mental retardation in order to correct deviations in their development by means of education and work training, as well as social and psychological rehabilitation for subsequent integration into society.

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

On the subject: methodological developments, presentations and notes

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

Test papers in mathematics were developed for the entire academic 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 HEARING PERCEPTION AND TRAINING FOR PRONUNCIATION IN 8-11 CLASSES OF SPECIAL (CORRECTIVE) INSTITUTIONS II TYPE (FOR Hearing Impaired Children)

(margin-bottom: 0cm; direction: ltr; color: rgb (0, 0, 10); line-height: 0.18cm; widows: 2; orphans: 2;) p.western (font-family: "Times New Roman ", serif; font-size: 14pt;) p.cjk (font-family:" Tim ...

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

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists using the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Ministry of Education and Science Russian Federation

State educational institution of higher vocational education

"Chelyabinsk State Pedagogical University"

(GOU VPO "ChGPU")

Test

On the topic: School system special education.

Performed:

Student group 252

Specialty "Speech therapy"

Sizintseva E.G.

Checked by: Borodina V.A.

Chelyabinsk, 2011

Introduction

School-aged children with special educational needs are educated according to special educational standards at various educational institutions or at home.

During the XX century. a system of special "correctional" educational institutions was formed, which are mainly boarding schools and in which the vast majority of school-age children with special educational needs studied and study in the USSR and Russia.

responsibility coercion behavior punitive

1. School system of special education

Currently, there are eight main types of special schools for children with various developmental disabilities. In order to exclude the introduction of diagnostic characteristics into the requisites of these schools (as it was before: a school for the mentally retarded, a school for the deaf, etc.), in the regulatory and official documents, these schools are called by their specific serial number:

Special (correctional) educational institution of the 1st type (boarding school for deaf children);

Special (correctional) educational institution of the II type (boarding school for hearing impaired and late-deaf children);

Special (correctional) educational institution of the III type (boarding school for blind children);

Special (correctional) educational institution IV (boarding school for visually impaired children);

Special (correctional) educational institution V (boarding school for children with severe speech impairments);

Special (correctional) educational institution VI (boarding school for children with musculoskeletal disorders);

Special (correctional) educational institution of the VII type (school and boarding school for children with learning difficulties, mental retardation);

Special (correctional) educational institution of the VIII type (school or boarding school for children with mental retardation).

The activities of such institutions are regulated by the Decree of the Government of the Russian Federation dated March 12, 1997 No. 288 "On approval of the Model Regulations on special (correctional) educational institution for students, pupils with developmental disabilities ", as well as a letter from the Ministry of Education of the Russian Federation" On the specifics of the activities of special (correctional) educational institutions of I-VIII types. "

In accordance with these documents, special educational standards are implemented in all special (correctional) educational institutions.

Educational institution independently, on the basis of a special educational standard, develops and implements the curriculum and educational programs, based on the characteristics of psychophysical development and individual capabilities of children.

In recent years, special educational institutions have been created for other categories of children with disabilities health and life activities: with autistic personality traits, with Down syndrome. There are also sanatorium (forest) schools for chronically ill and weak children.

Special (correctional) educational institutions are financed by the relevant institution.

Each such educational institution is responsible for the life of the pupil and ensuring his constitutional right to receive free education within the framework of a special educational standard. All children are provided with conditions for education, upbringing, treatment, social adaptation and integration into society.

Graduates of special (correctional) educational institutions (excluding schools VIII type) receive a qualification education (i.e., corresponding to the educational levels of a mass general education school: for example, basic general education, general secondary education). They are issued a state-recognized document confirming the level of education they have received or a certificate of graduation from a special (correctional) educational institution.

IN special school the child is sent by the educational authorities only with the consent of the parents and on the conclusion (recommendation) of the psychological, medical and pedagogical commission. Also with parental consent and on the basis of a conclusion PMPK child can be transferred inside a special school to a class for children with mental retardation only after the first year of study in it.

In a special school, a class (or group) can be created for children with a complex defect structure as such children are identified in the course of psychological, medical and pedagogical observation in the context of the educational process.

In addition, in a special school of any kind, classes can be opened for children with severe mental impairments and other concomitant disorders. The decision to open such a class is made by the pedagogical council of a special school in the presence of the necessary conditions, specially trained personnel. The main tasks of such classes are to provide an elementary primary education, creating the most favorable conditions for the development of the child's personality, receiving pre-professional or elementary labor and social training, taking into account his individual capabilities.

A student of a special school can be transferred to a regular general education school by the educational authorities with the consent of the parents (or persons replacing them) and on the basis of conclusions of the PMPK, as well as if in comprehensive school there are the necessary conditions for integrated learning.

In addition to education, the special school provides children with disabilities with medical and psychological support, for which there are appropriate specialists on the staff of the special school. They work in close cooperation with the teaching staff, carrying out diagnostic activities, psychocorrectional and psychotherapeutic measures, maintaining a protective regime in a special school, participating in professional counseling. If necessary, children receive medical and physiotherapy treatment, massage, hardening procedures, and attend physical therapy classes.

The process of social adaptation, social integration helps to carry out social teacher... Its role especially increases at the stage of choosing a profession, graduating from school and transitioning into the post-school period.

Each special school pays considerable attention to the labor, pre-professional training of its pupils. The content and forms of training depend on local characteristics: territorial, ethno-national and cultural, on the needs of the local labor market, the capabilities of pupils, and their interests. The work profile is selected on a purely individual basis, including preparation for self-employment.

A special type I school, where deaf children study, conducts educational process according to the level general education programs three levels of general education:

1st stage - primary general education (within 5-6 years or 6-7 years in the case of training in the preparatory class);

1st stage - basic general education (within 5-6 years);

3rd level - complete secondary general education (2 years, as a rule, in the structure of an evening school).

A preparatory class is organized for children who have not received full preschool training. Children from 7 years old are admitted to the first grade.

All learning activities permeated with work on the formation and development of verbal oral and written speech, communication, ability to perceive and understand the speech of others on an auditory-visual basis. Children learn to use the remnants of hearing to perceive speech by ear and aurally, using sound amplifying equipment.

For this purpose, group and individual sessions on the development of auditory perception and the formation of the pronunciation side of oral speech.

The school, working on a bilingual basis, provides equal teaching of verbal language and sign language, but studying proccess conducted in sign language.

As part of a special school of the first type, classes are organized for the deaf with a complex structure of the defect (mental retardation, learning difficulties, weak-eyed, etc.).

The number of children in a class (group) is no more than 6 people, in classes for children with a complex defect structure up to 5 people.

A social school of type II, where hearing impaired (with partial hearing loss and varying degrees of speech underdevelopment) and late-deaf children (deaf in preschool or school age, but retaining independent speech) are trained, has two departments:

The first department is for children with mild speech underdevelopment associated with hearing impairment;

The second department is for children with deep speech underdevelopment, the cause of which is hearing impairment.

If during the learning process it becomes necessary to transfer a child from one department to another (it is difficult for a child in the first department or, conversely, a child in the second department reaches such a level of general and speech development that allows him to study in the first department), then with the consent of the parents and the PMPK recommendation is such a transition.

In the first grade in any of the departments, children who have reached the age of seven are admitted if they attended kindergarten... For children who, for whatever reason, do not have appropriate preschool training, a preparatory class is organized in the second department.

The occupancy of the class (group) in the first department is up to 10 people, in the second department up to 8 people.

In a special school of type II, the educational process is carried out in accordance with the levels of general education programs of three levels of general education:

1st stage - primary general education (in the first department 4-5 years, in the second department 5-6 or 6-7 years);

1st stage - basic general education (6 years in the first and second departments);

3rd stage - secondary (complete) general education (2 years in the first and second departments).

The development of auditory and auditory-visual perception, the formation and correction of the pronunciation side of speech are carried out on specially organized individual and group lessons using sound amplifying equipment for collective use and individual hearing aids.

The development of auditory perception and the automation of pronunciation skills continue in phonetic rhythm classes and in various types of music-related activities.

Special schools of III and IV types are intended for the education of blind (III type), weak-sighted and blind-blind (IV type) children. As a result of the small number of such schools, if necessary, joint (in one institution) education of blind and visually impaired children, as well as children with strabismus and amblyopia, can be organized.

A special school of type III admits blind children, as well as children with residual vision (0.04 and below) and higher visual acuity (0.08) in the presence of complex combinations of visual impairment. With progressive eye diseasesleading to blindness.

Children of 6-7 years old, and sometimes 8-9 years old, are admitted to the first grade of a special school of type III. The occupancy of a class (group) can be up to 8 people. General term education in a school of type III for 12 years, during which students receive secondary (complete) general education.

A special school of type IV accepts visually impaired children with a visual acuity of 0.05 to 0.4 in the better seeing eye with tolerable correction. This takes into account the state of other visual functions (field of vision, near visual acuity), the form and course of the pathological process. Children with a higher visual acuity in case of progressive or often recurrent diseases of vision, in the presence of asthenic phenomena arising from reading and writing at close range can be admitted to this school.

Children with strabismus and amblyopia with a higher visual acuity (over 0.4) are admitted to the same school.

Children of 6-7 years old are admitted to the first grade of type IV school. The class (group) can be up to 12 people. For 12 years of schooling, children receive secondary (complete) general education.

A special school of type V is intended for the education of children with severe speech impairments and may have one or two departments.

The first department trains children who have general underdevelopment severe speech (alalia, dysarthria, rhinolalia, aphasia), as well as children with general speech underdevelopment, accompanied by stuttering.

In the second department, children study with a severe form of stuttering with normally developed speech.

Within the first and second departments, taking into account the level of speech development of children, classes (groups) can be created, including pupils with homogeneous speech disorders.

If the speech impairment is eliminated, the child can, on the basis of the PMPK conclusion and with the consent of the parents, go to a regular school.

Children 7-9 years old are admitted to the first grade, 6-7 years old to the preparatory grade. For 10 - 11 years of study at a type V school, a child can receive basic general education.

Social speech therapy and pedagogical assistance is provided to a child in the process of education and upbringing, at all lessons and during extracurricular activities. The school has a special speech mode.

A special school of type VI is intended for the education of children with disorders of the musculoskeletal system (movement disorders with different causes and different degrees of severity, cerebral palsy, congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, paresis and paraparesis of the lower and upper limbs).

The VI type school carries out the educational process in accordance with the levels of general education programs of three levels of general education:

1st stage - primary general education (4-5 years);

2nd degree - basic general education (6 years);

3rd degree - secondary (complete) general education (2 years).

Children from 7 years old are admitted to the first class (groups), however, children and older than this age for 1-2 years are allowed. A kindergarten is open for children who have not attended kindergarten.

The number of children in a class (group) is no more than 10 people.

A special motor regime has been established in a type VI school.

Education is carried out in unity with a comprehensive corrective workcovering the child's motor sphere, his speech and cognitive activity generally.

A special school of type VII is intended for children with persistent learning difficulties, mental retardation (PD)

The educational process in this school is carried out in accordance with the levels of general education programs of two levels of general education:

1st stage - primary general education (3-5 years)

2nd stage - basic general education (5 years).

Children are admitted to type VII school only in preparatory, first and second grades, in the third grade - as an exception. Those who started studying in a regular school at the age of 7 are admitted to the second grade of the VII type school, and those who started studying in an ordinary educational institution from the age of 6 can be admitted to the first grade of the VII type school.

Children who have not had any pre-school training can be admitted at the age of 7 to the first grade of the VII type school, and at the age of 6 to the kindergarten.

The number of children in a class (group) is no more than 12 people.

Students in class VII species, it remains possible to move to a regular school as the developmental deviations are corrected, knowledge gaps are eliminated after receiving primary general education.

If it is necessary to clarify the diagnosis, the child can study in school VII species throughout the year.

Children receive special pedagogical assistance in individual and group remedial classes, as well as in speech therapy classes.

A special school of the VIII type provides special education for children with intellectual disabilities. Education in this school is not qualified, having a qualitatively different content. The main attention is paid to the social adaptation of vocational training when students master the volume of educational content available to them in general education subjects.

Education in a school of the VIII type ends with an examination in labor training. Schoolchildren can be exempted from the examination (certification) for health reasons. The procedure for release is determined by the Ministry of Education and the Ministry of Health of the Russian Federation.

A child can be admitted to the VIII type school in the first or kindergarten class at the age of 7-8 years. The preparatory class allows not only to better prepare the child for school, but also makes it possible to clarify the diagnosis during the educational process and psychological and pedagogical study of the child's capabilities.

The number of students in the kindergarten class does not exceed 6-8 people, and in other classes - no more than 12.

The terms of study in a school of VIII type can be 8 years, 9 years, 9 years with a vocational training class, 10 years with a vocational training class. These terms of study can be increased by 1 year by opening a preparatory class.

If the school has the necessary material base, then classes (groups) with in-depth work training can be opened in it.

Students who graduate from the eighth (ninth) grade are transferred to such classes. Those who graduated from the class with advanced work training and who successfully passed the qualification exam receive a document confirming the assignment of the corresponding qualification category.

In schools of the VIII type, classes for children with profound mental retardation can be created and functioned. The number of children in such a class should not exceed 5-6 people.

Children can be sent to a preparatory (diagnostic) class. During the school year, the preliminary diagnosis is clarified, and depending on this, the next year the child can either be sent to a class for children with severe forms of intellectual disability, or to a regular class of type VIII school.

The completion of classes for children with a severe form of intellectual underdevelopment is carried out at three levels:

1st level - from 6 to 9 years old;

2nd level - from 9 to 12 years old;

3rd level - from 13 to 18 years old.

Children under the age of 12 can be sent to such classes, their stay in the system school education under 18 years old. Dropping out from school takes place in accordance with the recommendations of the PMPK and in agreement with the parents.

Children with psychopathic behavior, epilepsy and other mental illnesses requiring active treatment are not admitted to such classes. These children can attend counseling groups with their parents.

The working hours of the class (group) are established by agreement with the parents. The learning process is carried out in the mode of passing each pupil of an individual educational route, determined by specialists in accordance with the psychophysical capabilities of a particular child.

For orphans and children left without parental care and with special educational needs, special orphanages and boarding schools are created in accordance with the profile of developmental disorders. The advantage is children's homes and boarding schools for children and adolescents with intellectual disabilities and learning difficulties.

In the event that a child is unable to attend a special (correctional) educational institution, home education is organized. The organization of such training is determined by the decree of the Government of the Russian Federation "On approval of the procedure for raising and educating disabled children at home and in state educational institutions" dated July 18, 1996, No. 861.

Recently, home education schools have begun to be created, the staff of which, consisting of qualified defectologists and psychologists, work with children both at home and in the conditions of a partial stay of such children in a home education school. In the conditions of group work, interaction and communication with other children, the child learns social skills, learns to learn in a group, collective. The right to study at home is given to children with diseases or developmental disabilities that correspond to the special list specified in the special list established by the Ministry of Health of the Russian Federation ... The basis for organizing home education is the medical opinion of a medical and preventive institution. A school or preschool educational institution located nearby is connected to the provision of assistance in teaching children at home. For the period of study, the child is given the opportunity to use textbooks and the school library fund for free. School teachers and psychologists provide advice and methodological assistance to parents in the development of the child of general education programs. The school provides intermediate and final certification of the child and issues a document on the appropriate level of education. If a child with special educational needs is homeschooled, education authorities compensate the parents for the costs of education in accordance with state and local standards for financing the child's education in the appropriate type and form of educational institutions.

For education, upbringing and social adaptation of children and adolescents with complex, severe developmental disabilities, with concomitant diseases, as well as to provide them with comprehensive assistance, rehabilitation centers of various profiles are being created. These can be centers: psychological, medical and pedagogical rehabilitation and correction; social and labor adaptation and vocational guidance; psychological, pedagogical and social assistance; social assistance to families and children left without parental care, etc. The task of such centers is to provide correctional pedagogical, psychological and vocational guidance, as well as the formation of self-service and communication skills, social interaction, work skills in children with severe and multiple disabilities. A number of centers conduct a special educational activities... Classes in rehabilitation centers are based on individual or group education and training programs. Often, the centers provide consultative, diagnostic and methodological assistance to parents of children with special educational needs, including information and legal support.

To provide speech therapy assistance to children of preschool and school age with speech disabilities and students in general educational institutions, there is a speech therapy service.

school sanatorium children's autism correctional

Conclusion

There is a model of a modern educational institution for children and adolescents with severe and multiple developmental disabilities. Ten years of experience in the work of such an educational institution (Pskov Medical and Pedagogical Center) has shown the possibility and necessity of including children and adolescents with severe and multiple developmental disabilities into the educational space.

There are other options for special educational institutions created today by enthusiasts of special pedagogy in accordance with the possibilities of local socio-cultural conditions, national and regional characteristics.

Literature

1. The main textbook on special pedagogy by N.М. Nazarov.

2. Fundamentals of special pedagogy and psychology of NM Trofimov.

3. Special pedagogy of BP Puzanov.

Posted on Allbest.ru

Similar documents

Special educational needs of children with disabilities. Inclusive education as a modern model of education. Characteristics of the problems and prospects of a family raising a child with disabilities.

thesis, added 10/13/2017

Improving the quality of life of people with disabilities, correcting violations of their development and social adaptation. Modernization and humanization of special education. Formation of life competencies in children from boarding schools and boarding schools.

thesis, added 10/06/2017

article added on 08/20/2013

Special educational needs of children with disabilities. Special educational environment inclusive space in preschool educational institutions... Professional interaction of the teaching staff.

thesis, added 10/14/2017

Modern system education of persons with disabilities. Psychological and pedagogical characteristics of a preschooler with hearing impairments. Guidelines for the diagnosis and support of children with hearing impairments in conditions of inclusion.

thesis, added 10/24/2017

Creation of a scientific center for the development of problems of defectology and a comprehensive study of abnormal children. Establishment of a differentiated network of special schools and education systems. Selection of children with speech disorders and speech therapy assistance in their education.

abstract, added 02/16/2012

Social consequences, expressed in limitation of life activity and social failure. Social and pedagogical integration of children with disabilities in the special class. The reasons for the negative attitude of children towards coeducation.

abstract, added 04/15/2009

Teaching students with disabilities. Distance school education for children with disabilities using multimedia resources. Examples of multimedia teaching programs in a school physics course.

term paper added 01/22/2016

Characteristics of typical disorders in children with disabilities of different nosological groups. The program of speech correction work on the formation of communication skills in older children preschool age with disabilities.

thesis, added 08/18/2017

Features and necessary conditions for raising children with disabilities. Impact of social deprivation on personality disorders in a child with disabilities. Improvement paths social support families with disabled children.

Children of school age with special educational needs are educated in accordance with special educational standards in various educational institutions or at home.

During the XX century.

A system of special (correctional) educational institutions was formed, which are mainly boarding schools and in which the vast majority of school-age children with special educational needs studied and study in the USSR and Russia.

special (correctional) educational institution of the 1st type (boarding school for deaf children);

special (correctional) educational institution ІГ type (boarding school for hearing impaired and late deaf children);

special (correctional) educational institution III

type (boarding school for blind children);

special (correctional) educational institution IV

type (boarding school for visually impaired children); special (correctional) educational institution V

type (boarding school for children with severe speech impairments);

special (correctional) educational institution VI

type (boarding school for children with musculoskeletal disorders);

special (correctional) educational institution VII

type (school or boarding school for children with learning difficulties - mental retardation);

special (correctional) educational institution VIII

type (school or boarding school for children with mental retardation).

The activities of such institutions are regulated by the Decree of the Government of the Russian Federation of March 12, 1997 No. 288 "On the approval of the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities", as well as a letter from the Ministry of Education of the Russian Federation "On the specifics of social (correctional) educational institutions of I-VI types ".

In accordance with these documents, special educational standards are implemented in all special (correctional) educational institutions.

An educational institution independently, on the basis of a social educational standard, develops and implements a curriculum and educational programs based on the characteristics of psychophysical development and individual abilities of children. A special (correctional) educational institution may be established by federal bodies? authorities (the Ministry of Education of the Russian Federation), the executive body of the constituent entities of the Russian Federation (administration, committee, ministry) of education of the region, kr republic) and local (municipal) self-government bodies. A special (correctional) educational institution may be non-governmental.

In recent years, special educational institutions have been created for other categories of children with disabilities in health and life: with an autistic trait; personality with Down syndrome. There are also sanatoriums (forest schools for chronically ill and weakened children.

Special (correctional) educational institutions are funded by the respective founder.

Each such educational institution is responsible for the life of the pupil and ensuring his constitutional right to receive free education within the framework of a special educational standard. All children are provided1 with conditions for learning, upbringing, treatment, social adaptation and integration into society.

Graduates of special (correctional) educational institutions (with the exception of the VIII type school) receive censored education (i.e., corresponding to the educational levels of the mass general education school: for example, basic general education, general secondary education). They are issued a government-issued document confirming the obtained level of education or a certificate of graduation from a special (corrective) educational institution.

A child is sent to a special school by education authorities only with the consent of the parents and upon the conclusion (recommendation) of the psychological, medical and pedagogical commission. So: with the consent of the parents and on the basis of the conclusion of the PMPK, a child can be transferred inside a special school to a class for children with mental retardation only after the first year of study in non

In addition, in a special school of any kind, classes can be opened for children with severe mental disabilities and other concomitant disabilities. The decision to open such a class is made by the pedagogical council of a special school in the presence of the necessary conditions, specially trained personnel. The main tasks of such classes are to provide elementary primary education, to create the most favorable conditions for the development of the child's personality, to receive pre-professional or elementary work and social training, taking into account his individual capabilities.

A student of a special school may be transferred to a regular general education school by educational authorities with the consent of the parents (or persons replacing them) and on the basis of the PMPK opinion, as well as if the general education school has the necessary conditions for integrated education.

In addition to education, the special school provides children with disabilities with medical and psychological support, for which the special school has appropriate specialists. They work in close cooperation with the teaching staff, carrying out diagnostic activities, psychocorrectional and psychotherapeutic measures, maintaining a protective regime in a special school, participating in professional counseling. If necessary, children receive medication and physiotherapy, massage, hardening procedures, and attend physical therapy classes.

The process of social adaptation, social integration is helped by a social teacher. Its role especially increases at the stage of choosing a profession, graduating from school and moving into the post-school period.

Each special school pays considerable attention to the labor, pre-professional training of its pupils. The content and forms of training depend on local characteristics: territorial, ethnic and cultural, on the needs of the local labor market, the capabilities of pupils, and their interests. The work profile is selected on a purely individual basis, including preparation for self-employment.

A special school of the 1st type, where deaf children are trained, the educational process is conducted in accordance with the level of general education programs of three levels of general education: 1-

stage I - primary general education (for 5-6 years or 6-7 years - in the case of training in the preparatory class); 2-

stage I - basic general education (within 5-6 years); 3-

stage I - complete secondary general education (2 years, usually in the structure of an evening school).

A preparatory class is organized for children who have not received full preschool training. Children from 7 years old are admitted to the first grade.

All educational activities are permeated with work on the "formed" and the development of verbal oral and written speech, communication, is able to perceive and understand the speech of others on an auditory basis. Children learn to use the remnants of hearing to perceive speech by ear and aurally, using sound amplification equipment.

For this purpose, group and individual classes are regularly held to develop auditory perception and the pronunciation side of oral speech is formed.

In schools operating on a bilingual basis, equal teaching of verbal and sign language is carried out, but the educational process is conducted in sign language: "speech.

As part of a special school of the 1st type, classes d | are organized; deaf children with a complex structure of the defect (mental retardation, learning difficulties, visually impaired, etc.).

The number of children in a class (group) is not more than 6 people, per class; sugar for children with complex structure of the defect up to 5 people.

A special school of type II, where hearing impaired (with partial hearing loss and varying degrees of speech impairment) and late-deaf children (deaf in preschool IL school age, but retaining independent speech) are taught, has two departments:

the first department - for children with mild speech underdevelopment associated with hearing impairment;

the second section is for children with deep speech underdevelopment, the cause of which is hearing impairment.

If in the learning process it becomes necessary to transfer a child from one department to another (it is difficult for a child in the first department or, conversely, a child in the second department has reached such a level of general and speech development that allows him to study in the first department), then with the consent of the parents and PMPK recommendations are such a transition.

Children who have reached the age of seven are admitted to the first grade in any of the departments if they attended a kindergarten. For children who, for whatever reason, do not have appropriate preschool training, a kindergarten is organized in the second department.

The occupancy of the class (group) in the first department is up to 10 people, in the second department up to 8 people.

In a special school of type II, the educational process is carried out in accordance with the levels of general education programs of three stages of general education: 1-

stage I - primary general education (in the first department 4-5 years, in the second department 5-6 or 6-7 years); 2-

stage I - basic general education (6 years in the first and second Departments); 3-

i stage - secondary (complete) general education (2 years in the first and second departments).

The development of auditory and auditory-visual perception, the formation and correction of the pronunciation side of speech are carried out in specially organized individual and group lessons using sound-amplifying equipment for collective use and individual hearing aids.

The development of auditory comprehension and the automation of pronunciation skills continue in phonetic rhythm classes and in various music-related activities.

Special schools of types III and IV are intended for the education of blind (III type), visually impaired and late blind (IV type) children. Due to the small number of such schools, if necessary, joint (in one institution) education of blind and visually impaired children, as well as children with strabismus and amblyopia, can be organized.

A special school of type III accepts blind children, as well as children with residual vision (0.04 and below) and higher visual acuity (0.08) in the presence of complex combinations of visual impairments, with progressive eye diseases leading to blindness.

Children of 6-7 years old, and sometimes 8-9 years old, are admitted to the first grade of a special school of type III. The occupancy of a class (group) can be up to 8 people. The total period of study in a school of type III is 12 years, during which students receive a secondary (complete) general education.

and the course of the pathological process. They can go to this school ”; children with a higher visual acuity are also accepted in case of progressive or often recurrent diseases of vision, in the presence of asthenic phenomena arising from reading and writing at close range.

Children with strabismus and amblyopia, who have a higher visual acuity (over 0.4), are admitted to the same school.

Children 6-7 years old are accepted in the first grade of the IV type school. There can be up to 12 people in a class (group). For 12 years of schooling, children receive a secondary (complete) general education.

A special type V school is intended for the education of children with severe speech impairments and may have one or two departments.

In the first department, children with a common deficiency are trained; severe speech flow (alalia, dysarthria, rhinolalia, afzia), as well as children with general speech underdevelopment, accompanied by stuttering.

In the second department, children with a severe form of stuttering with normally developed speech study.

Within the first and second departments, taking into account the level of speech development of children, classes (groups) can be created, including pupils with homogeneous speech disorders.

If the speech impairment is eliminated, the child can, based on the PMPK's conclusion and with the consent of the parents, go to a regular school _

Children 7-9 years old are admitted to the first grade, 6-7 years old in preparation. For 10-11 years of study at school of the V type, the child m „| can get basic general education.

Special speech therapy and pedagogical assistance is provided to the child in the process of education and upbringing, at all lessons and in extracurricular time. The school has a special radio mode.

A special school of type VI is intended for educated children with disorders of the musculoskeletal system (motor disorders with different causes and varying degrees of severity, cerebral palsy, congenital and acquired deformities of the musculoskeletal system, sluggish paralysis of the upper and lower extremities , paresis and paraparesis "of the lower and upper extremities).

School of the VI type carries out the educational process in COG; in accordance with the levels of general education programs of the three stages of general education: 1-

i stage - primary general education (4-5 years); 2-

stage I - basic general education (6 years); 3-

i stage - secondary (complete) general education (2 years).

Children from 7 years old are admitted to the first class (group), but children and older than this age for 1-2 years are allowed.

A kindergarten is open for children who have not attended kindergarten.

The number of children in a class (group) is no more than 10 people.

A special motor regime has been established in a type VI school.

Education is carried out in unity with complex corrective work, covering the child's motor sphere, his speech and cognitive activity in general.

A special school of type VII is intended for children with persistent learning difficulties, mental retardation (MAD).

The educational process in this school is carried out in accordance with the levels of general education programs of two levels of general education: 1-

i stage - primary general education (3-5 years) 2-

stage I - basic general education (5 years).

Children who have not had any pre-school training can be admitted at the age of 7 to the first grade of the VII type school, and at the age of 6 to the kindergarten.

The number of children in a class (group) is no more than 12 people.

Students in a type VII school still have the opportunity to move to a regular school as developmental deviations are corrected, knowledge gaps are eliminated after receiving primary general education.

If it is necessary to clarify the diagnosis, the child can study at a school of type VII during the year.

Children receive special pedagogical assistance in individual and group correctional classes, as well as in speech therapy classes.

A special school of the VIII type provides special education for children with intellectual disabilities. Education in this school is not qualified, having a qualitatively different content. The main attention is paid to social adaptation and vocational training when students master the volume of educational content available to them in general education subjects.

Education in a school of the VIII type ends with an examination in labor training. Schoolchildren can be exempted from exam (s) for health reasons. The order released is determined by the Ministry of Education and the Ministry of Health of the Russian Federation. "

A child can be admitted to a school of the VIII type in the first and preparatory grade at the age of 7-8 years. The preparatory class allows not only to better prepare the child for school ;; and makes it possible to clarify the diagnosis in the course of the educational process and psychological and pedagogical study of the child's capabilities. "

The number of students in the kindergarten class does not exceed 6-8 people, and in other classes - no more than 12.

The terms of study in a school of VIII type can be 8 years, 9 years, 9 years "with a class of vocational training, 10 years with a class of vocational training. These periods of study can be increased by 1 year by opening a preparatory class.;

If the school has the necessary material base, then classes (groups) with in-depth works can be opened in it.

PREPARATION. l

Students who graduate from the eighth (child) grade pass to such classes. Those who graduated from the class with in-depth work preparation and successfully passed the qualification exam receive a document certifying that they have been awarded the appropriate qualification category.

In schools of the VIII type, classes for children with profound mental retardation can be created and functioning. The number of children in such a class should not exceed 5-6 people.

Completing classes for children with a severe form of intere. lectual underdevelopment is carried out on three levels: 1-

th level - from 6 to 9 years old; 2-

1st level - from 9 to 12 years old; 3-

1st level - from 13 to 18 years old.

Children under the age of 12 years can be sent to such classes; their stay in the school system up to 18 years. Dropping out from school takes place in accordance with pMPK recommendations and in agreement with the parents.

Children with psychopathic behavior, epilepsy and other mental illnesses requiring active treatment are not admitted to such classes. These children can attend some counseling groups with their parents.

The working hours of the class (group) are established by agreement with the parents. The learning process is carried out in the mode of each pupil passing an individual educational route, determined by specialists in accordance with the psychophysical capabilities of a particular child.

For orphans and children left without parental care and with special educational needs, special orphanages and boarding schools are created in accordance with the profile of developmental disorders. These are mainly orphanages and boarding schools for children and adolescents with intellectual disabilities and learning difficulties.

If the child is not able to attend a special (correctional) educational institution, his education at home is organized. The organization of such training is determined by the decree of the Government of the Russian Federation "On the approval of the procedure for the upbringing and education of disabled children at home and in non-state educational institutions" dated July 18, 1996, No. 861.

Recently, home education schools began to be created, the staff of which, consisting of qualified defectologists and psychologists, work with children both at home and in the conditions of a partial stay of such children in a home education school. In the conditions of group work, interaction and communication with other children, the child learns social skills, learns to learn in a group, collective.

The right to study at home is given to children whose diseases or developmental disabilities correspond to the special list specified in the special list established by the Ministry of Health of the Russian Federation. The basis for organizing home education is a medical report from a medical and preventive institution.

A school or preschool educational institution located nearby is connected to the provision of assistance in teaching children at home. For the period of study, the child is given the opportunity to use textbooks and the school library fund for free. School teachers and psychologists provide advice and methodological assistance to parents in the development of a child of general education programs. The school provides intermediate and final certification of the child and issues a document on the appropriate level of education. Teachers-defectologists, who are additionally involved in corrective work, take part in the certification.

If a child with special educational needs is homeschooled, the education authorities will reimburse the parents for the cost of education in accordance with state and local regulations for funding the child's education in the appropriate type and type of educational institution.

For the training, upbringing and social adaptation of children and nd sprouts with complex, severe developmental disabilities, with concomitant diseases, as well as to provide them with comprehensive assistance, rehabilitation centers of various types are being created. These can be centers: psychological, medical and pedagogical rehabilitation and correction; social and labor adaptation and prs orientation; psychological, pedagogical and social assistance; © social assistance to families and children left without the care of rotators, etc. The task of such centers is to provide correctional-pedagogical, psychological and vocational guidance, as well as the formation of self-service skills and general "social interaction, work skills in children with severe and multiple violations. A number of centers conduct special educational activities. Classes in rehabilitation centers are based on programs of individual group education and training. Often, the centers provide consultative, diagnostic and methodological assistance to parents of children with special educational needs, including information and legal support. Rehabilitation centers also provide social and psychological support to former pupils of educational institutions of orphans and children left without parental care.

Rehabilitation centers help educational institutions of mass purpose, if they study and educate children with special educational needs: ve ~ correctional pedagogical work and counseling.

For the provision of speech therapy assistance to preschool children ?, school age, with deviations in the development of speech. for students in educational institutions of general purpose, a speech therapy service works. This can be the introduction of the staff of an educational institution of the position of a speech teacher, the creation of a speech therapy office in the structure of the education management body, or the creation of a speech therapy center. The most widespread form has become a speech therapy school at a general educational institution. speech; timely warning of academic failure, about: caught by speech disorders; dissemination of basic pedagogical knowledge among teachers and parents.

Classes on speech therapy station are held both during free time from lessons and during lessons (in agreement with the school administration).

Children with an established diagnosis of mental retardation and students in classes of correctional and developmental education receive speech therapy assistance from a speech therapist teacher assigned to this class.

Responsibility for compulsory attendance at speech therapy sessions at the speech therapy center is borne by the speech therapist teacher, the class teacher and the school administration.

In modern conditions of intensive development of the system of special psychological and pedagogical assistance, there is a search for models of special educational institutions that best meet the modern socio-cultural and economic conditions of the country's life and special educational needs students, and models that could function effectively in remote regions of the country, in the face of a shortage of specialized teachers and psychologists, satisfying all the existing educational and rehabilitation needs of children and adolescents with developmental disabilities.

New models of special educational institutions are being developed, based on the above standard ones. So, such a model of a special educational institution is in demand, which, along with the function of education (preschool and school), performs the functions of a psychological and pedagogical consulting center, as well as a center of social services for the poor, a center educational services in obtaining primary vocational education. Such models of special educational institutions operate today in the European territory of Russia (for example, in Moscow, Novgorod, Yaroslavl, St. Petersburg), and in the south (in Makhachkala), and in Siberia, and in the Urals (in Magadan, Krasnoyarsk, Yekaterinburg ). The needs of children and adolescents in health-improving work meet the conditions of a special (correctional) health-improving boarding school, where pupils are offered complex program, including a differentiated personality-oriented educational process, carried out in close connection with individualized medical and rehabilitation support and social and pedagogical assistance, as well as a favorable psychological climate and a comfortable socio-cultural educational environment in general (Moscow, boarding school No. 65).

There is a model of a modern educational institution for children and adolescents with severe and multiple developmental disabilities. Ten years of experience in the work of such an educational institution (the Pskov Medical and Pedagogical Center. Showed the possibility and necessity of including children and adolescents with severe and multiple developmental disorders in the educational space.

There are other options for special educational institutions, created today by enthusiasts of special teaching in accordance with the possibilities of local socio-cultural fishes, national and regional characteristics.

Questions and tasks 1.

Describe the modern special education school system in Russia. 2.

In what directions is the development of new types and types of special (correctional) educational institutions going? S 3.

Visit some of the city's special (correctional "educational institutions for different categories of children with special educational needs. Describe your observations.)

Literature for independent work 1.

Innovations in Russian education. Special (correctional) obligation. -M., 1999.2.

Teaching children with developmental problems in different countries Peace: Chrest tia / Comp. L. M. Shipitsina. - SPb., 1997.

3.0 the specifics of the activities of special (correctional) educational institutions of I-VIII types: Instructional letter of the Ministry of Education of Russia No. 48.1997; 4.

Decree of the Government of the Russian Federation of March 12, 1997 No. 288 "Typical regulation on a special (correctional) educational institution for the aspirant, pupils with developmental disabilities." 5.

Decree of the Government of the Russian Federation of July 31, 1998 No. 867 "Standard regulation on an educational institution for children in need of psychological, pedagogical and medical and social assistance." 6.

Typical provision on a speech therapy point at a general education institution // Psychological-medical-pedagogical consultation. Methodical recommendations / Scientific. ed. L. M. Shipitsina. - SPb., 1999.

We also recommend

Loading ...

home > Rhinolalia

Special education types of special correctional schools. School system of special education

On the subject: methodological developments, presentations and notes

Send your good work in the knowledge base is simple. Use the form below

Similar documents

We also recommend