Correctional schools for children with mental retardation. Special school for children with mental retardation. Prognosis for mental retardation
Prepared by: M.V. Babushkina,
teacher I qualification category
Features of training students with disabilities (mental retardation)
Content
mentally retarded children.
Didactic principles used in school for children with disabilities.
Methodological requirements for the lessonat a school for children with disabilities.
Features of the program and teaching methods
mentally retarded children
Children with disabilities – these are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing.
Under special conditions for students to receive educationwith disabilities are understood:
the use of special educational programs and methods of training and education,
special textbooks, teaching aids and didactic materials,
special TSO for collective and individual use,
providing the services of an assistant (assistant) who provides students with the necessary technical assistance,
conducting group and individual correctional classes,
providing access to buildings of educational organizations.
And other conditions without which it is impossible or difficult for students with disabilities to master educational programs.
The purpose of correctional and educational work with children with mild mental retardation is teaching them accessible knowledge and social adaptation to independent life.
In a special school for children with disabilities inAll academic subjects are grouped into twoblock – educational and correctional and developmental .
Basic curriculum includesgeneral subjects:
Russian language,
reading,
mathematics,
natural history,
biology,
geography,
the history of homeland,
social science,
art,
music and singing,
physical training,
labor training,
vocational and labor training.
The school where mentally retarded children are educated is not focused on qualified education, therefore the content of the curriculum is developed taking into account the capabilities of mentally retarded schoolchildren and differs from the content studied by students of mass schools.
The curriculum also includesspecial items:
social and everyday orientation (SBO),
rhythm,
development of oral speech based on the study of objects and phenomena of the surrounding reality,
having a correctional focus.
TOcorrection block relate:
Speech therapy classes,
exercise therapy,
development of psychomotor and sensory processes.
To implement the curriculum, teachers use stateprograms forspecial (correctional) institutionsVIII kind:
Programs of special (correctional) educational institutionsVIIItype: preparatory, grades 1-4/ed. V.V. Voronkova. 3rd edition, revised. –M., “Enlightenment”, 2004.
Programs for special general education schools for the mentally retarded
children (auxiliary school) / edited by T.S. Zalyalova. Recommended by the Main Educational and Methodological Directorate of General Secondary Education. -M., “Enlightenment”, 1990.
Special (correctional) educational school programsVIIItype: 5-9
classes: In 2 collections/Ed. V.V. Voronkova. - M.: Humanite. publishing center VLADOS, 2001.
Programs of special (correctional) educational institutions of the VIII type, grades 5 – 9, A.K. Aksenova, N.G. Galunchikova, M.N. Perova, I.M. Bgazhnokova and others. 3rd edition, M., “Enlightenment”, 2006.
Education programs for mentally retarded children have their own specific characteristics.
Firstly, Mentally retarded children learn basic language material within the most minimal limits. The most basic information necessary for mastering the basics of literate writing and correct coherent speech is selected from scientific grammar. For example, nouns, verbs, adjectives, pronouns, numerals, prepositions are studied, because are often found in speech, but participles and gerunds are not.
Secondly, The program from 1st to 9th grade is built on the basis of the concentric principle of placing material, in which the same topic is studied for several years with a gradual increase in information. Mentally retarded children have great difficulty in mastering complex systems of conceptual connections and more easily in learning simple ones. The concentric arrangement of the material makes it possible to separate complex grammatical concepts and skills into their component elements and practice each separately. As a result, the number of connections underlying the concept gradually increases, and the language and speech base for developing skills and abilities expands. The concentrism of the program also creates conditions for constant repetition of previously learned material. For example, the topic “Proposal” runs through all years of education starting from 1st grade.
Third, identification of propaedeutic periods. The program identifies preparatory stages at all stages of education, during which children’s shortcomings from past experience are corrected and students are prepared to master the next sections of the program.
Fourthly, slow pace of learning material. Compared to a public school, the school program for children with disabilities provides for an increase in the number of lessons on each topic.
Fifthly, correctional and practical orientationprogram material. Pabout the Russian language is primarily manifested in the field of speech development of children, because The most important goal of Russian language lessons is the formation of speech as a means of communication, as a way of correcting the cognitive activity of students and facilitating their adaptation after graduation.
Corrective work is the correction or weakening of existing deficiencies of students and helping to bring the development of these children as close as possible to their maximum level.
EveryoneThe reader must know the content of correctional work, which includes the followingdirections:
Improving movements and sensorimotor development:
Development of fine motor skills of the hand and fingers;
Development of calligraphy skills;
Development of articulatory motor skills.
Correction of certain aspects of mental activity:
Development of visual perception and recognition;
Development of visual memory and attention;
Formation of generalized ideas about the properties of objects (color, shape, size);
Development of spatial concepts and orientation;
Development of ideas about time;
Development of auditory attention and memory;
Development of phonetic-phonemic concepts, formation of sound analysis.
Development of basic mental operations:
Correlative analysis skills;
Grouping and classification skills (based on mastering basic generic concepts);
Ability to work according to verbal and written instructions, algorithm;
Ability to plan activities;
Development of combinatorial abilities.
Development various types thinking:
Development of visual-figurative thinking;
Development of verbal-logical thinking (the ability to see and establish logical connections between objects, phenomena and events).
Correction of disturbances in the development of the emotional and personal sphere (relaxation exercises for facial expressions, role reading, etc.)
Speech development, mastery of speech technique.
Expanding your understanding of the world around you and enriching your vocabulary.
Correction of individual knowledge gaps.
In the process of teaching the Russian language, work is being done oneliminating deficiencies in all aspects of the child’s speech. Inaccuracy and poverty of the dictionary, incorrect use of grammatical forms, syntactic structures are eliminated in all Russian language classes, be it lessons devoted to the development of oral speech, reading, practical grammatical exercises, or grammar and spelling.
The teacher’s work on developing the speech of mentally retarded students comes down to solving the following problems.
1. Studying the speech development of students. It is necessary to identify the child’s speech deficiencies, possible ways eliminating them for more successful work with children. The study of children's speech is mainly carried out in the first year of education, because Accurate knowledge of the level of speech development of each student is a prerequisite for the correct construction of a work system. But at the same time, attention to the individual development of each child should not be lost in the future.
2. Correcting speech defects and practicing pronunciation skills carried out in lower grades. Development of pronunciation skills - the most important task elementary school. Depending on the success of its solution, all other aspects of speech develop.
3. Clarification, enrichment, activation of vocabulary occurs throughout the learning process.
4. Developing the ability to formulate sentences grammatically correctly also occurs throughout the Russian language course.
5. Correction of deficiencies and development of dialogic and monologue forms of oral speech is carried out throughout all years of study, but the foundation is laid in the lower grades.
6. Developing the ability to express one’s thoughts coherently and logically in writing is carried out mainly in high school, but the foundation is also laid at the initial stage of learning and development.
All speech development tasks are interconnected and are solved comprehensively.
Classification and selection of teaching methods mentally retarded schoolchildren depends on the principles of solving the issue of education. The classification of teaching methods is diverse, there are up to 10 of them. In the domestic practice of oligophrenopedagogy, two traditional classifications of teaching methods are used:
St. Petersburg, considering the use of methods depending on the stages of training. This classification is as follows:
a/ methods of presenting new material;
b/ methods of consolidation and repetition.
Moscow, which proposes to divide methods into verbal, visual and practical.
In practice, all these methods are used in combination at all stages of the lesson.
The specificity of teaching methods at school for children with disabilities lies in their correctional focus. This concept includes:
slow learning and frequent repetition,
presenting educational material in small portions,
maximum expansion and dissection of the material,
the presence of a preparatory period in training,
constant reliance on the child’s experience.
For methods to work reliably and effectively, they must be selected and applied correctly. The value of the method is realized if it:
ensures the general development of mentally retarded schoolchildren,
makes learning accessible and feasible,
ensures the strength of knowledge,
takes into account the individual characteristics of the child,
promotes activation educational activities abnormal student.
In its practical sphere, the special Russian language methodology uses the recommendations developed by the Russian language methodology for primary mass schools.At the same time, the abnormal development of mentally retarded children requires that all teaching methods and means used contribute to the correction of their deficiencies. Therefore, most of the methods used in primary schools require significant adjustments. In particular, increasing the number of stages of work, extending training periods, developingadditional techniques.
Categories of children's learning ability
The significant heterogeneity of the composition of students at a school for students with disabilities is its specific feature.
By learning opportunities mentally retarded students are divided into four groups.
1 group consists of students who most successfully master program material in the process of frontal learning. As a rule, they complete all tasks independently. They do not experience great difficulties in performing the changed task; they generally correctly use their existing experience when performing new work. The ability to explain their actions in words indicates that these students have consciously mastered the program material. They have access to some level of generalization.
In Russian language lessons, these students quite easily master sound-letter analysis, initial writing and reading skills, and learn simple spelling rules. They understand the content of the texts they read well and answer questions about the content.
However, in conditions of frontal work when studying new educational material, these students still have difficulties in orienting and planning work. They sometimes need additional help in mental work activities. They use this help quite effectively.
Students Group II They also learn quite successfully in the classroom. During their studies, these children experience somewhat greater difficulties than students in Group I. They generally understand the teacher’s frontal explanation, remember the material being studied well, but are not able to draw basic conclusions and generalizations without the help of the teacher. They need activating and organizing help from the teacher.
During Russian language lessons, they make many mistakes in reading and writing and cannot find them on their own. People learn the rules, but they cannot always apply them in practice. They understand what they read, but when retelling they may miss semantic links.
TO III group include students who have difficulty mastering program material, needing various types of help: verbal-logical, visual and subject-practical. The success of knowledge acquisition primarily depends on children’s understanding of what is being communicated to them. These students are characterized by insufficient awareness of the newly communicated material (rules, theoretical information, facts). It is difficult for them to determine the main thing in what they are studying, to establish a logical connection between the parts, and to separate out the secondary. They find it difficult to understand the material during frontal classes, they need further explanation. They are characterized by low independence. The rate at which these students learn the material is significantly lower than that of children assigned to group II.
Despite the difficulties in mastering the material, students generally do not lose their acquired knowledge and skills and can apply them when performing a similar task, however, each slightly changed task is perceived by them as new.
Schoolchildren of the third group overcome inertia in the learning process. They sometimes need significant help mainly at the beginning of a task, after which they can work more independently until they encounter a new difficulty. The activities of these students need to be constantly organized until they understand the main points of the material being studied. After this, they perform tasks more confidently and give a better verbal report about it. This indicates, although it is difficult, but to a certain extent a conscious process of assimilation.
Difficulties in learning the Russian language for this group of students manifest themselves primarily in areas where analytical and synthetic activity is required. They are slower to master sound-letter analysis and literate writing skills. Students may learn spelling rules, but apply them mechanically in practice. The formation of coherent oral and written speech is difficult for these students. They are distinguished by their inability to construct a phrase. Their perception of content is fragmentary. This leads to the fact that students do not even generally grasp the meaning of what they read.
TO IV group These include students who master educational material at the lowest level. However, frontal training alone is not enough for them. They need fulfillment large quantity exercises, additional training techniques, constant monitoring and tips while performing work. Drawing conclusions with some degree of independence and using past experience is not possible for them. Students require clear, repeated explanation from the teacher when completing any task. The teacher's help in the form of direct prompts is used correctly by some students, while others make mistakes under these conditions. These students do not see errors in their work; they need specific instructions on them and an explanation for correction. Each subsequent task is perceived by them as new. Knowledge is acquired purely mechanically and is quickly forgotten. They can acquire a significantly smaller amount of knowledge and skills than is offered by the correctional school program.
Pupils in this group master mainly the initial skills of reading and writing. Experiencing great difficulties in sound-letter analysis, they make many mistakes. They are especially difficult to learn spelling rules that they cannot use in practice, as well as to understand what they read. Schoolchildren have difficulty understanding not only complex texts with missing links, cause-and-effect relationships and relationships, but also simple ones with a simple plot. Coherent oral and written speech is formed slowly in them, characterized by fragmentation and significant distortion of meaning.
The assignment of schoolchildren to one group or another is not stable. Under the influence of corrective training, students develop and can move to a higher group or take a more favorable place within the group.
The composition of the groups also changes depending on the nature of the lesson. Thus, the same student, due to a certain deficiency, may experience difficulties in mastering written language, write illiterately, but give an oral description of the subject in a sufficiently detailed and easy way, and read well. Then, in the Russian language, this student can be assigned to the 3rd group, and in reading - to the 2nd.
All students of the school for children with disabilities, divided into four groups, need a differentiated approach in the process of frontal education.
The teacher must know the capabilities of each student in order to prepare him for mastering new material, correctly select and explain the material, help students learn it and apply it with a greater or lesser degree of independence in practice.
Didactic principles
Methodists compare the principles of didactics with the foundation of a house. Fuzzy, incorrect, inadequate principles are as dangerous in the formation of knowledge, skills and abilities as a fragile, slanted foundation in the construction of a building.
Oligophrenopedagogy, in accordance with the laws of teaching mentally retarded children, uses the followingdidactic principles:
educational orientation of education;
scientific character and accessibility of training;
systematicity and consistency;
connections between learning and life;
corrections in training;
visibility;
consciousness and activity of students in mastering educational material;
differentiated and individual approach;
strength of knowledge, skills and abilities.
All teaching principles are interdependent and represent a specific didactic system. The teaching of all academic subjects in schools for children with disabilities is based on it.
Educational orientation training in a school for children with disabilities is to form in students moral ideas and concepts, adequate ways of behavior in society.
It is worth noting that inUnlike a mass school, in a school for children with disabilities, education plays a special role.AOEP, created on the basis of the Federal State Educational Standard for the education of children with disabilities (comes into force on September 1, 2016)involves students achieving two types of results:personal and subject.The leading place belongs topersonalresults, since they ensure mastery of a complex of social (life) competencies necessary for the introduction of students with mental retardation into culture, their mastery of sociocultural experience.
Russian language lessons are created optimal conditions to format children of positive habits, strong moral qualities. In Russian language lessons, children not only learn speech skills, but also learn to live and build relationships with others.
When organizing reading lessons, it is necessary to rely on the emotional mood of children to instill in them love for the Motherland, honesty, hard work, discipline and other qualities. Taking into account the disruption in mentally retarded students of connections between object-figurative and logical thinking, between word and action, the teacher uses such working techniques that increase the educational impact of artistic works:
expressively reads the text in its entirety or the parts that are most important for its understanding,
helps children compare the characters’ actions with their own behavior,
If possible, translate the situation described by the author into a real plan.
Scientific principle in general pedagogy involves reflection of modern scientific achievements.
The content of education in a correctional school is elementary and practical. Despite elementary level The knowledge that schoolchildren need to learn must be scientific. Violation of abstract thinking forces us to limit the completeness and depth of information provided to children, but their scientific reliability should not be distorted. Moreover, the teacher strives to correct as much as possible the incorrect, inadequate ideas children have about the life around them that they might have had before school.
If mentally retarded children are unable to master practically significant but complex material, theoretical information is reduced to a minimum, and skills are developed in the process of performing exercises. Thus, having understood the main distinguishing feature of complex sentences (the presence of two groups of subject and predicate), students practice constructing complex and complex constructions using the conjunctions and allied words specified in the program.
Accessibility principle involves building education for schoolchildren with problems in intellectual development at the level of their real educational capabilities.
First, the material is studied that is familiar to schoolchildren from their own experience or with which they can become familiar through practical activities. Thus, children initially correlate the concept of “name of an object” with words that have a pronounced lexical meaning objectivity (table, tree), and only after mastering the ability to pose a question, the border of word use expands due to the introduction of animate, abstract, collective nouns.
Using the most successful methodological system can make educational material that is relatively complex for mentally retarded schoolchildren accessible.
Essence principle of systematicity and sequences is that the knowledge that students acquire at school must be brought into a certain logical system for more successful application in practice.
In the activities of a teacher, the principle of systematicity is implemented in planning the sequence of passing new educational material and in repeating previously studied, in testing the knowledge and skills acquired by students, in developing a system individual work with them. Based on this principle, it is possible to move on to studying new educational material only after students have mastered the one that is currently being studied. Taking this circumstance into account, the teacher makes adjustments to previously outlined plans.
Compliance with the principle of systematicity and consistency is important for a Russian language teacher when preparing and conducting lessons, since skipping one, even the most insignificant link in the general chain of knowledge leads to children’s misunderstanding of the educational material and to mechanical memorization.
Implementation the principle of connecting learning with life in a school for children with disabilities is to organize educational work on the basis of a close and multifaceted connection with the surrounding reality, with the life of local enterprises, organizations and institutions.
Correction principle consists of correcting deficiencies in the psychophysical development of students with problems in intellectual development through the use of special methodological techniques. As a result of the use of corrective teaching methods, some deficiencies in students are overcome, others are weakened, thanks to which schoolchildren move faster in their development.
One of the indicators of the success of correctional work can be the level of independence of students when performing new educational and work tasks. Therefore, the implementation of the principle of correction in teaching is:
in developing students’ skills to independently navigate the requirements for completing tasks,
analyze conditions and plan your activities, drawing on existing knowledge and experience,
draw conclusions about the quality of the work performed.
To carry out individual correction, it is necessary to identify the difficulties experienced by students in learning various subjects and to establish the causes of these difficulties. Based on this, individual correction measures are developed. There may be several students in a class who require different measures of individual correction. When working frontally, it is advisable to carry out individual correction alternately, additionally working with one or the other student.
Exists general rule applications principle of visibility in secondary schools: teaching should be visual to the extent necessary for students to consciously assimilate knowledge and develop skills based on living images of objects, phenomena and actions. At school for children with disabilities, object visualization is used long time. This is due to the fact that students have severely impaired processes of abstraction and generalization; it is difficult for them to break away from observing specific objects and draw an abstract conclusion or conclusion, which is necessary for the formation of a particular concept.
A mentally retarded schoolchild has concrete-figurative thinking. He's just like a normal child younger age, thinks in forms, colors, sounds, sensations in general. However, unlike a normally developing child, such children, especially junior classes, have a very limited range of ideas about objects and phenomena of the surrounding world.
Visual aids should be differentiated, containing the most basic features of the object and, if possible, without additional unimportant details, which often divert students’ attention away from the main goal that the teacher achieves when using these aids. Illustrations should be large, accessible, and in a realistic style. It is important to determine in advance at what stage of the lesson, what type of visualization is needed, what work will be done with it. You should not display all the selected visuals at once, you need to demonstrate it sequentially.
Mentally retarded children are characterized by a poor vocabulary and grammatical structure, elementary syntactic structures, primitiveness of coherent statements, behind which lies not only a poor assimilation of grammatical laws, but also, first of all, a limited understanding of objects and phenomena of the surrounding world, their connections and relationships. In fact, when teaching a language, visual aids should form the framework on the basis of which the language and speech activity of students will be formed. In Russian language lessons, traditional means are used, such as natural objects and phenomena, their three-dimensional and planar images, graphic clarity, and technical teaching aids. In addition, a number of specific tools are used that are not used in other lessons. These are facial expressions, gestures, dramatization, diction, expressiveness of reading, indirect, or linguistic, visibility. The last type of visual teaching aids involves organizing observations of speech itself, its imagery, and various language components, from sound to text.
The principle of conscious and active learning is provided by a number of conditions, some of which are embedded in the program itself.
Firstly, this is the selection of material taking into account its accessibility and practical significance for improving the speech practice of schoolchildren.
Secondly, This is a concentric arrangement of material, due to which the division of complex connections into elements and the gradual assimilation of each of the elements that make up a single whole are achieved.
Third, highlighting the preparatory stage, during which some deficiencies in speech and cognitive activity of mentally retarded children are eliminated, their experience is updated and organized. Taking into account the inferiority of schoolchildren’s personal experience in any type of activity, the program allocates propaedeutic periods at all stages of education, during which children correct the shortcomings of past experience and prepare students for mastering subsequent sections of the program.
Fourthly, slow pace of learning material, which corresponds to the slowness of mental processes.
In the Russian language lessons themselves, techniques are widely used that increase the activity of schoolchildren’s mental activity and their level of awareness of the material being studied. These are comparison and contrast, explanation and proof, analysis and synthesis, classification and analogy. At the same time, the rapid decline in cognitive interests and the motivational side of speech, characteristic of mentally retarded students, requires the use of techniques and types of work that constantly support the activity of children (visual supports, practical and play activities, a variety of types of exercises and tasks for them). To ensure the transfer of acquired knowledge from one environment to another, to develop the skill of self-control, exercises such as “Testing ourselves”, working techniques such as “alarm”, “little teacher”, elements of programmed training, etc. are used.
IN the principle of the strength of assimilation of knowledge, skills and abilities learning results are reflected. The strength of knowledge, skills and abilities is achieved by special pedagogical work aimed at deepening and consolidating knowledge and developing skills. This remedy is repetition. Repetition - This is the basis of all educational work in a correctional school.
The strength of students’ assimilation of knowledge is achieved by:
conscious assimilationmaterial;
multiplehconsolidation of the studied material;
variousexercisesth;
a certain degree of independence for students when completing tasks, which depends on the year of study and the complexity of the material.
Taking into account the differences among schoolchildren in the degree and nature of speech underdevelopment, sensorimotor insufficiency, and intellectual impairments, the Russian language methodology aims teachers at widespread usethe principle of a differentiated and individual approach to children in the learning process.
The traditional distribution of students in the class into 3 groups (strong, average, weak) to implement a differentiated approach does not clearly clarify the picture of schoolchildren’s difficulties. This, in turn, does not make it possible to accurately select corrective measures.
Thus, complex underdevelopment of phonemic perception, which causes a number of similar errors in students’ written work (substitutions, omissions, rearrangements), requires the use of special techniques to correct deficiencies in children of this group:
drawing up a conditional graphic diagram of a word before writing it down,
laying out cubes as a sound series or sounds of a word are pronounced,
recording from memory a sentence previously analyzed and perceived visually, guessing a word by syllable,
spelling pronunciation, etc.
In other words, relying on more intact analyzers, in this case visual and kinesthetic, promotes the development of writing skills and the correction of defects in phonemic perception.
When implementing the principle of a differentiated approach, the fact that the identified typological groups cannot be stable is also taken into account. They vary in composition depending on the nature of the Russian language lesson (reading, speech development or grammar and spelling). Thus, the same student, due to a certain deficiency, may experience difficulties in mastering written language, but give a sufficiently detailed and easy oral description of the subject, or read well, but write illiterately. The composition of the groups also changes as schoolchildren progress in overcoming the defect, since it cannot be accomplished at the same pace for everyone.
The methodology also provides that a differentiated approach can be used with a group of students for a long period of time, but occupy a relatively short period of time in each lesson and, most importantly, does not replace frontal teaching. All schoolchildren are required to read in reading lessons, work on text, learn to retell, write in writing lessons, participate in lexical, grammatical and spelling analysis, and in preparation for creative works and in their writing. However, the share of participation in frontal work, the volume and complexity of tasks, and methods for activating students’ activities will vary depending on the capabilities of the entire group or one child.
The differentiation of requirements in relation to different typological groups of students and to each child individually is carried out taking into account the capabilities of the children and the characteristics of their defect. Thus, some schoolchildren experience a noticeable increase in the number of errors at the end of work; the teacher determines the cause of this phenomenon and, based on it, selects the necessary methods of influence. If a student has general motor insufficiency or impaired motor skills of the hand, as a result of which muscle fatigue increases, pain appears, and attention is distracted, the teacher limits the amount of work for him. If the child is excitable and his performance is impaired, as a result of which he quickly loses interest in the lesson, the teacher reminds the student about the purpose of the task, praises him for his work at the initial stage, briefly changes his type of activity (offers him to wipe the board, find a book), expresses approval and returns to the interrupted exercise.
The means of implementing a differentiated and individual approach should be such “that as a result of their application, lagging students are gradually leveled out and can ultimately be included in collective work on an equal basis with others.”
Methodological requirements for a lesson at school for children with disabilities
Lesson at school for children with disabilities (mental retardation)is a lesson using special correctional educational and educational methods for the purpose of teaching children with mental development problems. The lesson has both general didactic requirements and special ones.
General didactic requirements:
The teacher must be proficient in the subject and teaching methods.
The lesson should be educational and developing.
Corrective and developmental work should be carried out at each lesson.
The material presented must be scientific, reliable, accessible, must be related to life and be based on the past experiences of children.
Each lesson should provide an individually differentiated approach to students.
Interdisciplinary connections should be made in the lesson.
The lesson should be equipped with:
technical means of training;
didactic material (tables, maps, illustrations, tests, diagrams, reasoning algorithms, punched cards, etc.);
all material must be correlated with the child’s level of development and connected with the logic of the lesson.
Innovative processes should be carried out in the classroom.
An introduction to computer education is needed.
During the lesson, the safety regime must be strictly observed:
conducting physical exercises (primary school - 2 physical exercises);
correspondence of furniture to the age of children;
matching didactic material in size and color;
correspondence of the educational load to the age of the child;
compliance with sanitary and hygienic requirements.
The lesson should help solve the main problems facing the school:
provide comprehensive pedagogical support to a mentally retarded child;
contribute social adaptation child.
Special requirements for a lesson in a special school:
Slowness of the pace of learning, which corresponds to the slowness of mental processes;
Simplification of the structure of the knowledge of learning in accordance with the psychophysical capabilities of the student;
Implementation of repetition during training at all stages and links of the lesson;
Maximum reliance on the child’s sensory experience, which is due to the concreteness of the child’s thinking;
Maximum reliance on practical activities and student experience.
In mentally retarded students, when the teacher is carried away by verbal methods, the security system is triggered and extreme inhibition is activated.
Psychologists claim that from what a student hears during a lesson, less than 10% of the content remains in the memory of a mentally retarded student, from what is perceived through reading - 30%, when observing an object (i.e., when relying on visualization), approximately 37% remains in the memory of children. perceived. Practical actions with educational material leave up to 70% in memory.
Reliance on the child’s more developed abilities;
Implementation of differentiated management of the child’s educational activities, providing for design, direction and regulation, and at the same time correction of students’ actions by dividing the integral activity into separate parts, operations, etc.
The optimal conditions for organizing student activities in the classroom are as follows:
Rational dosage in the lesson of the content of educational material;
Choosing a goal and means to achieve it;
Regulating the actions of students;
Encouraging students to take part in activities during the lesson;
Developing interest in the lesson;
Alternation of work and rest.
It is necessary to organize educational activities in the classroom due to the inability of mentally retarded children to constantly mobilize their efforts to solve cognitive problems. Therefore, during the lesson, the teacher has to use techniques for dividing cognition into small parts, and all educational activities into small portions. This is reflected in the structure of the lesson.
In the practice of special schools, it is most often usedcombined lesson, combining the types of work and tasks of several types of lessons. ThisThis is explained by the fact that mentally retarded children cannot absorb material in large portions. Each piece of new material requires its immediate consolidation in active, practical forms of exercise. At all stages of the lesson, step-by-step, often individual monitoring of the assimilation of the material and identification of emerging difficulties are necessary. Each lesson must take into account personal experience students, because It is easier, more interesting, and more accessible for them to study material if it is related to personal impressions.
Taking into account the dynamics of performance Students in the lesson use the following stages of organizing activities:
- organizational and preparatory;
- basic;
- final .
It is recommended that the preparatory part of the lesson be correlated in time with the phase of learning and increasing the productivity of cognition (up to the tenth minute of the lesson). The main stage should be carried out before the twenty-fifth minute and the final stage - from the thirtieth minute of the lesson. During periods of decline in performance (twenty-fifth minute), it is advisable to carry out physical exercise minutes. When students work independently, the first fifteen to twenty minutes are the most productive.
Approximate structure of a combined lesson:
I stage. Organizational and preparatory (up to the 10th minute of the lesson)
Organizational moment and preparation for the lesson;
Organization of educational activities.
II stage. Basic (up to the 25th minute of the lesson)
Examination homework;
Repetition of previously studied material;
Preparation for the perception of new material;
Setting the goal and objectives of the lesson;
Explanation of new material;
Correction in the process of acquiring new knowledge;
Consolidation of what has been learned.
III stage. Final (from the 30th minute of the lesson)
Summing up the lesson;
Assessment of knowledge;
Communicating homework and preparing students to work on it independently;
Conclusion from the lesson.
The presence of one or another lesson stage depends on its type. Each of the structural elements of the lesson has its own objectives.
Exemplary lesson plan with the content of the stages
Lesson type – combined
Lesson topic
Lesson Objectives
The effectiveness of a lesson largely depends on setting specific goals and objectives. Teachers in a correctional school, as well as in a general education school, set a threefold task. The difference is that more attention is paid to the correctional and developmental task.
Educational:
to form (form) students’ ideas about ...;
reveal (reveal)…;
introduce, introduce, continue to introduce...;
specify…;
expand...;
generalize...;
systematize...;
differentiate…;
learn to apply in practice...;
learn to use...;
train…;
check….
Corrective:
correct attention (voluntary, involuntary, sustained, switching attention, increasing attention span) by doing...;
correction and development of coherent oral speech (regulatory function, planning function, analyzing function, spelling correct pronunciation, replenishment and enrichment of passive and active vocabulary, dialogic and monologue speech) through the implementation...;
correction and development of coherent written speech (when working on deformed texts, essays, presentation, creative dictation)…;
correction and development of memory (short-term, long-term) ...;
correction and development of visual perceptions...;
development of auditory perception...;
correction and development of tactile perception...;
correction and development of fine motor skills of the hands (formation of manual skill, development of rhythm, smoothness of movements, proportionality of movements)…;
correction and development of mental activity (operations of analysis and synthesis, identification of the main idea, establishment of logical and cause-and-effect relationships, planning function of thinking)…;
correction and development of students’ personal qualities, emotional-volitional sphere (self-control skills, perseverance and endurance, ability to express their feelings...)
TO correctional task must be specific And focused on activating those mental functions that will be maximally involved during this lesson, that is, through them active work educational information will be presented and practiced.
Educational:
cultivate observation skills;
cultivate independence;
cultivate persistence and patience;
cultivate moral qualities (love, respect for..., hard work, ability to empathize, etc.)
The educational task should be the same specific. For example, developing observation skills, if in a lesson you have to analyze processes or objects; persistence and patience if the lesson asks you to perform a series of exercises, etc.
Lesson equipment
1. Organizational and preparatory stage
The goal is to prepare students for work in the classroom. Contents of the stage:
greetings;
duty officer's report, identification of absentees;
checking readiness for the lesson (workplace, working posture, appearance);
students’ mood for work, organization of attention;
exercise for fingers;
writing a number (orthographic pronunciation, highlighting spellings);
exercise to develop attention and perception;
a minute of penmanship.
Considering the difficulty of students switching from one type of activity to another, during the organizational moment it is necessary to remove their excessive excitability and redirect their attention to this lesson. From the first minutes, students should feel in the teacher a leader who will not give up on their demands. The teacher checks readiness for the lesson: whether students have notebooks, textbooks, a diary, pens, special equipment for this lesson, the order in which they are located on the student’s desk, and whether there are any distracting foreign objects. For some students who have slower reactions, the teacher can help them get organized or ready for class. workplace, but to help, and not to do it for him. The psychological attitude of students for further activities in the lesson is also important at this stage. The teacher’s word may not influence the work setting, so verbal treatment should be supplemented with motor and sensory exercises aimed at activating attention and perception of thinking. These exercises last up to seven minutes and must be related to the work to be done.
2.Main stage, on whichThe main objectives of the lesson are solved.
a) Checking homework
The goal is to establish the correctness and awareness of completing homework, identify typical shortcomings, identify the level of knowledge of students, repeat the material covered, and eliminate gaps in knowledge discovered during the test. Possible options homework checks:
frontal survey;
individual survey with a call to the board;
frontal written survey (at the board, using cards);
individual written survey;
compacted survey (combination of frontal and individual, oral and written);
practical work;
programmed control;
checking notebooks;
using TSO.
Checking homework (updating knowledge) a traditionally established part of the lesson, the meaning of which is both verification and control, and preparation for learning new material. In this type of work, the teacher focuses students' attention on the basic rules that formed the basis for doing homework. Checks whether everyone completed the task, what and who had difficulties, what typical mistakes were made.
If there was no homework for a given lesson, then students use a series of specially prepared questions to reproduce the knowledge that will be used in the explanation process. The cognitive activity and interest of students in the new material directly depends on this part of the lesson.
b) Propaedeutics for students to master new material
The goal is to organize the cognitive activity of students. Inform the topic, goals and objectives of studying new material, show the practical significance of studying new material(goal setting) , attract attention and arouse interest in learning new topic. A new concept can be introduced in different ways:
riddle, rebus, game "Fourth odd";
addressing students’ past experiences (conversation);
vocabulary work (connection with new material);
problematic question.
New material should start with an introductory conversation.
The teacher explains in detail what the children will do and why it is needed; it is important to show the children those aspects of life in which they can apply the knowledge they receive. It is necessary to express the opinion that the children will cope with the task. Further, it is recommended to carry out special preparation for solving the cognitive problems of the lesson with an introductory conversation, or a frontal brief survey of the previous material, or examination of tables, drawings, and living objects to create ideas when studying new material.
c) Communication of new material
The goal is to give students a specific idea of the issue, rule, phenomenon, etc. being studied. Communication of new material is possible in combination different ways:
the teacher’s story (scientific, accessible, moderately emotional, consistent, based on clarity, with vocabulary work, with conclusions);
independent acquaintance with new material through observation and use of a textbook(only in high school and only available material);
conversation (if students have a supply of information on this topic);
alternating conversation and story;
using TSO.
Explanation - scientific presentation of the content of educational material is the most important part in the structure of the lesson. The logic of scientific evidence, accessible to mentally retarded schoolchildren, based on their existing knowledge, and a simple and convincing form of presentation are the basis for a good understanding and assimilation of new material by students. When explaining new material, it is necessary to focus on the main points of the content of the material, use intonation, and emphasize what is essential in the explanation. The material should be presented as if you were studying it with the students. Visual aids should be bright and age-appropriate. In a special school, explanation may be included in other parts of the lesson (for example, in the process consolidation), when the material is not understood by some part of the students and requires repeated explanation at a more accessible level.
Primary perception (through direct repetition, examples, partial conclusions).
d) Consolidation of acquired knowledge
The goal is to consolidate the knowledge and skills necessary for students to work independently on new material and to teach them to apply knowledge in a similar situation. Methods used:
conversation;
working with a textbook;
working with a notebook;
practical work;
programmed tasks;
didactic games;
application of TSO;
tables, diagrams, tests;
independent work.
The main requirement in this part of the lesson is to ensure that students have the correct ideas and concepts. For complete perception and conscious assimilation of a learning task, several references to the same material are needed, during which knowledge and skills are clarified, and incorrectly learned material is corrected. At this stage of the lesson, a differentiated approach to students and a variety of forms used to consolidate what has been learned are especially important, depending on the individual capabilities and characteristics of the students. In lessons, the stage of consolidating and repeating knowledge can be carried out as a separate stage or in stages after each portion of the various parts of the lesson. Its purpose: secondary reproduction of the presented material, understanding of the acquired knowledge. are being assessed in the manner established for secondary schools. However, when assessing, it is necessary first of all to take into account the requirements of special school programs and the psychophysical characteristics of students, for whom assessment has great educational and activating significance. An objective assessment of students' knowledge, skills and abilities is achieved by a combination of various types of current and final knowledge testing.
It is customary to evaluate students with mild and moderate (average) degrees of mental retardation at a boarding school in all subjects of the program, with the exception of the correctional block, using a five-point system with a modified grading scale for each subject. Due to the fact that education at school is not qualified, the grades given to students are also not “qualified”, i.e. they cannot be equated with the grades of students in secondary schools, but are only an indicator of the success of the students’ progress in relation to themselves.
To evaluate students during intermediate certification, teachers develop individual test tasks taking into account the level that they were able to achieve in the learning process. Students' progress is assessed relative to themselves, without comparing results with peers.
When assessing the knowledge, skills and abilities of students, it is necessary to take into account the individual characteristics of the intellectual development of students, the state of their emotional and volitional sphere. When assessing the written work of students suffering from profound motor impairment, the grade should not be reduced for poor handwriting, sloppy writing, quality of notes, drawings, drawings, etc.
Using assessment as a stimulus for learning activities, as an exception, the work of some students can be assessed with a higher score.
analysis and recording of homework.
Reportinghomework, the teacher explains the main provisions and methods of its implementation. The main task of this stage of the lesson is to help students organize their homework.
- intended for children with profound hearing impairment (deafness).
The main task is to teach a deaf child to communicate with others, to master several types of speech: oral, written, tactile, gestural. The curriculum includes courses aimed at compensating for hearing through the use of sound-amplifying equipment, pronunciation correction, social and everyday orientation, and others.
Correctional schools 2 types
- for hearing impaired or late deaf children.
It is aimed at restoring lost hearing abilities, organizing active speech practice, and teaching communication skills.
Correctional schools 3 types
Blind children are accepted, as well as children with visual acuity from 0.04 to 0.08 with complex defects leading to blindness.
Correctional schools 4 types
- for children with visual acuity from 0.05 to 0.4 with the possibility of correction.
The specificity of the defect involves training using typhoid equipment, as well as special didactic materials that allow you to assimilate incoming information.
Correctional schools 5 types
-intended for children with general speech underdevelopment, as well as severe speech pathology.
The main goal of the school is correction speech impediment. The entire educational process is organized in such a way that children have the opportunity to develop speech skills throughout the day. If a speech defect is eliminated, parents have the right to transfer the child to a regular school.
Correctional schools 6 types
- Children with musculoskeletal disorders.
The correctional institution provides restoration of motor functions, their development, and correction of secondary defects. Particular attention is paid to the social and labor adaptation of pupils.
Correctional schools 7 types
- accepts children with mental retardation, and with the potential for intellectual development.
At school, correction of mental development, development of cognitive activity and the formation of skills in educational activities are carried out. Based on the results of their studies in primary school, pupils can be transferred to a comprehensive school.
Correctional schools 8 types
- children with mental retardation for education under a special program.
The purpose of training is socio-psychological rehabilitation and the possibility of integrating the child into society. In such schools there are classes with in-depth labor training.
More about correctional schools
The vast majority of correctional schools have a high degree of specialization and almost all of the listed types of correctional schools educate children for twelve years and have on their staff specialists such as defectologists, speech therapists, and psychologists.
IN last years Special educational institutions are also being created for other categories of children with disabilities in health and life: with autistic personality traits, with Down syndrome.
There are also sanatorium (forest schools) for chronically ill and weakened children. Special (correctional) educational institutions are financed by the appropriate founder.
Each such educational institution is responsible for the life of the student and ensuring his constitutional right to receive free education within the special educational standard.
All children are provided with conditions for training, education, treatment, social adaptation and integration into society.
Graduates of special (correctional) educational institutions (with the exception of type VIII schools) receive a qualified education (i.e., corresponding to the levels of education of a mass general education school: for example, basic general education, general secondary education).
They are issued a state-issued document confirming the level of education received or a certificate of completion of a special (correctional) educational institution.
IN A child’s special school is sent by educational authorities only with the consent of the parents and according to the conclusion (recommendation) of the psychological, medical and pedagogical commission.
Also, with the consent of the parents and on the basis of the conclusion of the PMPC, a child can be transferred within a special school to a class for children with mental retardation only after the first year of study there.
In a special school, a class (or group) can be created for children with a complex structure of defects as such children are identified during psychological, medical and pedagogical observation in conditions educational process.
In addition, any type of special school may open classes for children with severe disabilities mental development and other accompanying disorders. The decision to open such a class is made by the pedagogical council of a special school if the necessary conditions and specially trained personnel are available.
The main tasks of such classes are to provide elementary primary education, create the most favorable conditions for the development of the child’s personality, and for him to receive pre-professional or basic labor and social training, taking into account his individual capabilities.
A student of a special school may be transferred for study 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 conclusion of the PMPK, and also if the general education school has the necessary conditions for integrated learning.
In addition to education, the special school provides children with disabilities with medical and psychological support, for which the special school has appropriate specialists on staff.
They work in close cooperation with teaching staff, carrying out diagnostic activities, psychocorrectional and psychotherapeutic measures, maintaining a protective regime in a special school, and participating in career counseling.
If necessary, children receive medication and physiotherapeutic treatment, massage, hardening procedures, and attend physical therapy classes.
The process of social adaptation and social integration is helped by a social teacher. Its role especially increases at the stage of choosing a profession, graduating from school and transitioning to the post-school period.
Each special school pays significant attention to the labor and pre-vocational training of its students. 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 students, and their interests. The work profile is selected purely individually, including preparation for individual labor activity.
For orphans and children left without parental care 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 underdevelopment and learning difficulties.
If a child is unable to attend a special (correctional) educational institution, his education is organized at home.
The organization of such training is determined by Government decree Russian Federation“On approval of the procedure for raising and educating disabled children at home and in non-state educational institutions” dated July 18, 1996 No. 861.
Recently, they have begun to create homeschooling schools, whose staff, consisting of qualified speech pathologists and psychologists, works with children both at home and in the conditions of partial stay of such children in a home-schooling school.
In conditions group work, interaction and communication with other children, the child masters social skills and gets accustomed to learning in a group or team setting.
The right to study at home is granted to children whose diseases or developmental disabilities correspond to those specified in the special list established by the Ministry of Health of the Russian Federation. The basis for organizing home-based education is a medical report from a medical institution.
A school or preschool educational institution located nearby is involved in providing assistance in educating children at home. During the period of study, the child is given the opportunity to use textbooks and the school library for free.
School teachers and psychologists provide advisory and methodological assistance to parents in their child’s mastery of general education programs.
The school provides intermediate and final certification of the child and issues a document on the appropriate level of education.
Participating in the certification are: speech pathologists, additionally involved to carry out correctional work.
If a child with special educational needs is educated at home, educational authorities compensate parents for educational expenses in accordance with state and local standards for financing the child’s education in the appropriate type and type of educational institution.
For the training, education and social adaptation of children and adolescents with complex, severe developmental disorders, 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 - pedagogical rehabilitation and correction; social and labor adaptation and career guidance; psychological, pedagogical and social assistance; special assistance family and children left without parental care, etc.
The task of such centers is to provide correctional pedagogical, psychological and career guidance assistance, as well as to develop self-care and communication skills, social interaction, and work skills in children with severe and multiple disabilities. A number of centers conduct special educational activities.
Classes in rehabilitation centers are based on individual and individual programs. group education and training. Often, centers provide advisory, diagnostic and methodological assistance to parents of children with special educational needs, including information and legal support.
Rehabilitation centers also provide social and psychological assistance former pupils of educational institutions, orphans and children left without parental care.
Rehabilitation centers help mass educational institutions if they educate and educate children with special educational needs: conducting correctional pedagogical work and counseling.
For providing speech therapy assistance For children of preschool school age who have deviations in speech development and study in general educational institutions, there is a speech therapy service.
This could be the introduction of a speech therapist position to the staff of an educational institution; the creation of a speech therapy room within the structure of the education management body or the creation of a speech therapy center.
The most widespread form has become a speech therapy center at a general education institution.
Its main tasks: activities are: correction of violations of oral and written speech; timely prevention of academic failure caused by speech disorders; dissemination of basic speech therapy knowledge among teachers and parents. Classes at the speech therapy center are held both in free time and during lessons (in agreement with the school administration).
Children diagnosed with mental retardation and students in special education classes receive speech therapy assistance speech therapist teacher attached to this class.
- Exercise therapy) for children with mental retardation - ( video)
- Recommendations for parents regarding the labor education of children with mental retardation - ( video)
- Is a child given a disability group for mental retardation? - ( video)
- Life expectancy of children and adults with oligophrenia
The site provides background information for informational purposes only. Diagnosis and treatment of diseases must be carried out under the supervision of a specialist. All drugs have contraindications. Consultation with a specialist is required!
Treatment and correction of mental retardation ( how to treat oligophrenia?)
Treatment and correction mental retardation ( mental retardation) - a complex process that requires a lot of attention, effort and time. However, with the right approach, you can achieve certain positive results within a few months of starting. therapeutic measures.Is it possible to cure mental retardation? remove the diagnosis of mental retardation)?
Oligophrenia is incurable. This is due to the fact that when exposed to causal factors ( provoking the disease) factors cause damage to certain parts of the brain. As is known, the nervous system ( especially its central section, that is, the brain and spinal cord) develop in the prenatal period. After the cell is born nervous system practically do not divide, that is, the ability of the brain to regenerate ( recovery after damage) is almost minimal. Once damaged neurons ( nerve cells) will never be restored, as a result of which once developed mental retardation will remain in the child until the end of his life.At the same time, children with mild form diseases respond well to treatment and corrective measures, as a result of which they can receive a minimum education, learn self-care skills, and even get a simple job.
It is also worth noting that in some cases the goal of treatment is not to cure mental retardation as such, but to eliminate its cause, which will prevent the progression of the disease. Such treatment should be carried out immediately after identifying a risk factor ( for example, when examining the mother before, during or after childbirth), since the longer the causative factor affects the baby’s body, the more profound disorders of thinking he may develop in the future.
Treatment for the cause of mental retardation can be carried out:
- At congenital infections – for syphilis, cytomegalovirus infection, rubella and other infections, antiviral and antibacterial drugs can be prescribed.
- At diabetes mellitus at the mother's.
- For metabolic disorders– for example, with phenylketonuria ( violation of the metabolism of the amino acid phenylalanine in the body) eliminating foods containing phenylalanine from your diet may help solve the problem.
- For hydrocephalus – surgery immediately after identifying pathology can prevent the development of mental retardation.
Finger gymnastics for the development of fine motor skills
One of the disorders that occurs with mental retardation is impaired fine motor skills of the fingers. At the same time, it is difficult for children to perform precise, targeted movements ( for example, holding a pen or pencil, tying shoelaces, etc.). This will help correct this deficiency. finger gymnastics, the purpose of which is to develop fine motor skills in children. The mechanism of action of the method is that frequently performed finger movements are “remembered” by the child’s nervous system, as a result of which in the future ( after repeated training) the child can perform them more accurately, while spending less effort.Finger gymnastics may include:
- Exercise 1 (counting fingers). Suitable for children with mild mental retardation who are learning to count. First you need to fold your hand into a fist, and then straighten 1 finger at a time and count them ( aloud). Then you need to bend your fingers back, also counting them.
- Exercise 2. First, the child should spread the fingers of both palms and place them in front of each other so that only the pads of the fingers touch each other. Then he needs to bring his palms together ( so that they also touch), and then return to the starting position.
- Exercise 3. During this exercise, the child should clasp his hands, while at first there should be a thumb one hand, and then the thumb of the other hand.
- Exercise 4. First, the child should spread his fingers, and then bring them together so that the tips of all five fingers are gathered at one point. The exercise can be repeated many times.
- Exercise 5. During this exercise, the child needs to clench his hands into fists, and then straighten his fingers and spread them, repeating these actions several times.
Medicines ( drugs, tablets) with mental retardation ( nootropics, vitamins, antipsychotics)
Purpose drug treatment mental retardation is the improvement of metabolism at the level of the brain, as well as stimulation of the development of nerve cells. Besides, medicines may be prescribed to relieve certain symptoms of the disease, which may be expressed differently in different children. Anyway treatment regimen need to be selected for each child individually, taking into account the severity of the underlying disease, its clinical form and other features.Drug treatment of mental retardation
Group of drugs | Representatives | Mechanism of therapeutic action |
Nootropics and drugs that improve cerebral circulation | Piracetam | Improves metabolism at the neuronal level ( nerve cells) of the brain, increasing the rate at which they use oxygen. This may promote the patient's learning and mental development. |
Phenibut |
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Vinpocetine |
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Glycine |
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Aminalon |
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Pantogam |
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Cerebrolysin |
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Oxybral |
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Vitamins | Vitamin B1 | Necessary for the normal development and functioning of the central nervous system. |
Vitamin B6 | Necessary for the normal process of transmission of nerve impulses in the central nervous system. With its deficiency, such a sign of mental retardation as inhibition of thinking can progress. |
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Vitamin B12 | With a lack of this vitamin in the body, accelerated death of nerve cells may occur ( including at the level of the brain), which may contribute to the progression of mental retardation. |
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Vitamin E | Protects the central nervous system and other tissues from damage by various harmful factors ( in particular with a lack of oxygen, with intoxication, with irradiation). |
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Vitamin A | If it is deficient, the functioning of the visual analyzer may be disrupted. |
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Neuroleptics | Sonapax | They inhibit brain activity, making it possible to eliminate such manifestations of oligophrenia as aggressiveness and severe psychomotor agitation. |
Haloperidol |
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Neuleptil |
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Tranquilizers | Tazepam | They also inhibit the activity of the central nervous system, helping to eliminate aggressiveness, as well as anxiety, increased excitability and mobility. |
Nozepam |
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Adaptol |
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Antidepressants | Trittico | Prescribed for depression of the child’s psycho-emotional state that persists for a long time ( more than 3 – 6 months in a row). It is important to note that maintaining this condition for a long time significantly reduces the child’s ability to learn in the future. |
Amitriptyline |
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Paxil |
It is worth noting that the dosage, frequency and duration of use of each of the listed drugs is also determined by the attending physician depending on many factors ( in particular from general condition the patient, the predominance of certain symptoms, the effectiveness of the treatment, possible side effects, and so on.).
Objectives of massage for mental retardation
Neck and head massage is part of the comprehensive treatment of mentally retarded children. At the same time, a full body massage can stimulate the development of the musculoskeletal system, improve the patient’s overall well-being, and improve his mood.The objectives of massage for mental retardation are:
- Improving blood microcirculation in the massaged tissues, which will improve the delivery of oxygen and nutrients to the nerve cells of the brain.
- Improved lymphatic drainage, which will improve the process of removing toxins and metabolic byproducts from brain tissue.
- Improving microcirculation in the muscles, which helps to increase their tone.
- Stimulates nerve endings in the fingers and palms, which can help develop fine motor skills in the hands.
- Creation of positive emotions that have a beneficial effect on the general condition of the patient.
The influence of music on children with mental retardation
Playing music or simply listening to it has a positive effect on the course of mental retardation. That is why almost all children with mild to moderate forms of the disease are recommended to include music in correctional programs. At the same time, it is worth noting that with a more severe degree of mental retardation, children do not perceive music and do not understand its meaning ( for them it's just a set of sounds), and therefore they will not be able to achieve a positive effect.Music lessons allow you to:
- Develop the child’s speech apparatus (while singing songs). In particular, children improve their pronunciation of individual letters, syllables and words.
- Develop a child's hearing. In the process of listening to music or singing, the patient learns to distinguish sounds by their tonality.
- Develop intellectual abilities. To sing a song, a child needs to perform several sequential actions at once ( take a deep breath before the next verse, wait for the right melody, choose the right voice volume and singing speed). All this stimulates the thought processes that are disturbed in children with mental retardation.
- Develop cognitive activity. While listening to music, a child can learn new musical instruments, evaluate and remember the nature of their sound, and then recognize ( determine) them by sound alone.
- Teach your child to play musical instruments. This is possible only with a mild form of oligophrenia.
Education of persons with mental retardation
Despite mental retardation, almost all patients with mental retardation ( except deep form) may be amenable to certain training. At the same time, the general education programs of regular schools may not be suitable for all children. It is extremely important to choose the right place and type of education, which will allow the child to develop his abilities to the maximum. Regular and correctional schools, boarding schools and classes for schoolchildren with mental retardation ( PMPC recommendations)
In order for a child to develop as intensively as possible, you need to choose the right educational institution to which to give it.Education for mentally retarded children can be carried out:
- In secondary schools. This method is suitable for children with mild mental retardation. In some cases, mentally retarded children can successfully complete the first 1–2 grades of school, and no differences between them and ordinary children will be noticeable. At the same time, it is worth noting that as children grow older and the school curriculum becomes more difficult, they will begin to lag behind their peers in academic performance, which can cause certain difficulties ( low mood, fear of failure, etc.).
- In correctional schools or boarding schools for mentally retarded persons. A special school for children with mental retardation has both its pros and cons. On the one hand, educating a child in a boarding school allows him to receive much more attention from teachers than when he attends a regular school. In the boarding school, teachers and educators are trained to work with such children, as a result of which it is easier to establish contact with them, find an individual approach to them in teaching, and so on. The main disadvantage of such training is the social isolation of the sick child, who practically does not communicate with normal people ( healthy) children. Moreover, during their stay in the boarding school, children are constantly monitored and carefully cared for, to which they become accustomed. After graduating from boarding school, they may simply be unprepared for life in society, as a result of which they will need constant care for the rest of their lives.
- In special correctional schools or classes. Some general education schools have classes for mentally retarded children, in which they are taught a simplified school curriculum. This allows children to receive the necessary minimal knowledge, as well as being among “normal” peers, which contributes to their integration into society in the future. This teaching method is suitable only for patients with mild mental retardation.
During the PMP examination, the child may be asked:
- What's his name?
- How old is he?
- Where does he live?
- How many people are in his family ( may be asked to briefly describe each family member)?
- Are there any pets at home?
- What games does your child like?
- What dishes does he prefer for breakfast, lunch or dinner?
- Can the child sing? they may be asked to sing a song or recite a short rhyme)?
Federal State Educational Standard OVZ ( federal state educational standard
Federal State Educational Standard is a generally recognized standard of education that all educational institutions in the country must adhere to ( for preschoolers, schoolchildren, students and so on). This standard regulates the work of an educational institution, material, technical and other equipment of the educational institution ( what personnel and how many should work there?), as well as control of training, availability of training programs, and so on.FSES OVZ is a federal state educational standard for students with disabilities. It regulates the educational process for children and adolescents with various physical or mental disabilities, including mentally retarded patients.
Adapted basic general education programs ( AOOP) for preschoolers and schoolchildren with mental retardation
These programs are part of the Federal State Educational Standard for Physical Education and represent the optimal method of training people with mental retardation in preschool institutions and schools.The main objectives of the AOOP for children with mental retardation are:
- Creation of conditions for the education of mentally retarded children in general education schools, as well as in special boarding schools.
- Creation of similar educational programs for children with mental retardation who could master these programs.
- Creation of educational programs for mentally retarded children to receive preschool and general education.
- Development of special programs for children with varying degrees of mental retardation.
- Organization of the educational process taking into account the behavioral and mental characteristics of children with varying degrees of mental retardation.
- Quality control of educational programs.
- Monitoring the assimilation of information by students.
- Maximize the mental abilities of each individual child with mental retardation.
- Teach mentally retarded children self-care ( if possible), performing simple work and other necessary skills.
- Teach children to behave correctly in society and interact with it.
- Develop students' interest in learning.
- Eliminate or smooth out shortcomings and defects that a mentally retarded child may have.
- Teach parents of a mentally retarded child to behave correctly with him and so on.
Work programs for children with mental retardation
Based on basic general education programs ( regulating the general principles of teaching mentally retarded children) work programs are being developed designed for children with various degrees and forms of mental retardation. The advantage of this approach is that the work program takes into account as much as possible the individual characteristics of the child, his ability to learn, perceive new information and communication in society.For example, a work program for children with a mild form of mental retardation may include training in self-care, reading, writing, mathematics, and so on. At the same time, children with a severe form of the disease are not able to read, write and count in principle, as a result of which their work programs will include only general self-care skills, learning to control emotions and other simple activities.
Corrective classes for mental retardation
Correctional classes are selected for each child individually, depending on his mental disorders, behavior, thinking, and so on. These classes can be conducted in special schools ( professionals) or at home.The goals of correctional classes are:
- Teaching your child basic school skills- reading, writing, simple counting.
- Teaching children how to behave in society– Group classes are used for this.
- Speech development– especially in children who have impaired pronunciation of sounds or other similar defects.
- Teach your child to look after himself– at the same time, the teacher should focus on the dangers and risks that may await the child in Everyday life (for example, the child must learn that there is no need to grab hot or sharp objects, as this will hurt).
- Develop attention and perseverance– especially important for children with impaired ability to concentrate.
- Teach your child to control their emotions– especially if he has attacks of anger or rage.
- Develop fine motor skills of hands- if it is broken.
- Develop memory– learn words, phrases, sentences or even poems.
CIPRs for children with mental retardation
SIPR is a special individual development program, selected for each specific mentally retarded child individually. The objectives of this program are similar to those of correctional classes and adapted programs, however, when developing SIPR, not only the degree of mental retardation and its form are taken into account, but also all the features of the disease that the child has, the degree of their severity, and so on.To develop a CIPR, a child must undergo a full examination by many specialists ( from a psychiatrist, psychologist, neurologist, speech therapist, etc.). During the examination, doctors will identify dysfunctions of various organs ( for example, memory impairment, fine motor skills, difficulty concentrating) and evaluate their severity. Based on the data obtained, a CIPR will be drawn up, designed to correct, first of all, those violations that are most pronounced in the child.
So, for example, if a child with mental retardation has problems with speech, hearing and concentration, but there are no motor disorders, there is no point in prescribing him many hours of classes to improve fine motor skills. In this case, classes with a speech therapist should come to the fore ( to improve the pronunciation of sounds and words), classes to improve the ability to concentrate, and so on. At the same time, there is no point in wasting time teaching a child with severe mental retardation to read or write, since he will still not master these skills.
Methods of teaching literacy ( reading) children with mental retardation
With a mild form of the disease, the child can learn to read, understand the meaning of the text read, or even partially retell it. With a moderate form of mental retardation, children can also learn to read words and sentences, but their text reading is not meaningful ( they read, but don’t understand what they’re talking about). They are also unable to retell what they read. In severe and profound forms of mental retardation, the child cannot read.Teaching reading to mentally retarded children allows:
- Teach your child to recognize letters, words and sentences.
- Learn to read expressively ( with intonation).
- Learn to understand the meaning of the text you read.
- Develop speech ( while reading aloud).
- Create the prerequisites for teaching writing.
Teaching writing
Only children with mild illness can learn to write. With moderate mental retardation, children may try to pick up a pen, write letters or words, but will not be able to write anything meaningful.It is extremely important that before starting school, the child learns to read at least to a minimal extent. After this, he should be taught to draw simple geometric shapes ( circles, rectangles, squares, straight lines and so on). When he masters this, you can move on to writing letters and memorizing them. Then you can start writing words and sentences.
It is worth noting that for a mentally retarded child, the difficulty lies not only in mastering writing, but also in understanding the meaning of what is written. At the same time, some children have a pronounced impairment of fine motor skills, which prevents them from mastering writing. In this case, it is recommended to combine grammar teaching and corrective exercises to develop motor activity in the fingers.
Mathematics for children with mental retardation
Teaching mathematics to children with mild mental retardation promotes the development of thinking and social behavior. At the same time, it is worth noting that the mathematical abilities of children with imbecility ( moderate degree of oligophrenia) are very limited - they can perform simple mathematical operations ( add, subtract), however more complex tasks unable to decide. Children with severe and profound mental retardation do not understand mathematics in principle.Children with mild mental retardation may:
- Count natural numbers.
- Learn the concepts of “fraction”, “proportion”, “area” and others.
- Master the basic units of measurement of mass, length, speed and learn to apply them in everyday life.
- Learn to shop, calculate the cost of several items at once and the amount of change required.
- Learn to use measuring and calculating instruments ( ruler, compass, calculator, abacus, clock, scales).
Pictograms for children with mental retardation
Pictograms are unique schematic pictures that depict certain objects or actions. Pictograms allow you to establish contact with mentally retarded child and teach him in cases where it is impossible to communicate with him through speech ( for example, if he is deaf, and also if he does not understand the words of others).The essence of the pictogram technique is to associate a certain image in the child ( picture) with any specific action. For example, a picture of a toilet can be associated with the desire to go to the toilet. At the same time, a picture depicting a bath or shower can be associated with water procedures. In the future, these pictures can be attached to the doors of the corresponding rooms, as a result of which the child will better navigate the house ( if he wants to go to the toilet, he will independently find the door through which he needs to enter for this).
On the other hand, pictograms can also be used to communicate with a child. So, for example, in the kitchen you can keep pictures of a cup ( jug) with water, plates of food, fruits and vegetables. When a child feels thirsty, he can point to water, while pointing at a picture of food will help others understand that the child is hungry.
The above were just some examples of the use of pictograms, but using this technique you can teach a mentally retarded child a wide variety of activities ( brush your teeth in the morning, make and spread your bed yourself, fold things, etc.). However, it is worth noting that this technique will be most effective for mild mental retardation and only partially effective for moderate degrees of the disease. At the same time, children with severe and profound mental retardation are practically not amenable to learning using pictograms ( due to a complete lack of associative thinking).
Extracurricular activities for children with mental retardation
Extracurricular activities are activities that take place outside of class ( like all lessons), and in a different setting and according to a different plan ( in the form of games, competitions, travel, etc.). Changing the method of presenting information to mentally retarded children allows them to stimulate the development of intelligence and cognitive activity, which has a beneficial effect on the course of the disease.Goals extracurricular activities can be:
- adaptation of the child in society;
- application of acquired skills and knowledge in practice;
- speech development;
- physical ( sports) child development;
- development of logical thinking;
- developing the ability to navigate in unfamiliar areas;
- psycho-emotional development of the child;
- the child’s acquisition of new experiences;
- development of creative abilities ( for example, while hiking, playing in the park, in the forest, etc.).
Homeschooling children with mental retardation
Education for mentally retarded children can be done at home. Both parents themselves and specialists can take a direct part in this ( speech therapist, psychiatrist, teachers who know how to work with such children, and so on).On the one hand, this teaching method has its advantages, since the child receives much more attention than when teaching in groups ( classes). At the same time, during the learning process, the child does not have contact with peers, does not acquire the communication and behavior skills he needs, as a result of which in the future it will be much more difficult for him to integrate into society and become a part of it. Therefore, teaching mentally retarded children exclusively at home is not recommended. It is best to combine both methods, when the child attends an educational institution during the day, and in the afternoon the parents study with him at home.
Rehabilitation and socialization of children with mental retardation
If the diagnosis of mental retardation is confirmed, it is extremely important to start working with the child in a timely manner, which, in mild forms of the disease, will allow him to get along in society and become a full member of it. At the same time, special attention should be paid to the development of mental, mental, emotional and other functions that are impaired in children with oligophrenia. Classes with a psychologist ( psychocorrection)
The primary task of a psychologist when working with a mentally retarded child is to establish friendly, trusting relationships with him. After this, in the process of communicating with the child, the doctor identifies certain mental and psychological disorders that predominate in this particular patient ( for example, instability of the emotional sphere, frequent tearfulness, aggressive behavior, inexplicable joy, difficulties in communicating with others, etc.). Having established the main disorders, the doctor tries to help the child get rid of them, thereby speeding up the learning process and improving his quality of life.Psychocorrection may include:
- psychological education of the child;
- help in realizing your “I”;
- social education ( teaching rules and norms of behavior in society);
- assistance in experiencing psycho-emotional trauma;
- creation of favorable ( friendly) family situation;
- improving communication skills;
- teaching a child to control emotions;
- learning skills to overcome difficult life situations and problems.
Speech therapy classes ( with a speech pathologist)
Speech disorders and underdevelopment can be observed in children with varying degrees of mental retardation. To correct them, classes are prescribed with a speech therapist who will help children develop speech abilities.Classes with a speech therapist allow you to:
- Teach children to pronounce sounds and words correctly. For this, the speech therapist uses various exercises, during which children have to repeatedly repeat those sounds and letters that they pronounce worst.
- Teach your child to form sentences correctly. This is also achieved through sessions during which the speech therapist communicates with the child orally or in writing.
- Improve your child's performance in school. Speech underdevelopment can be the cause of poor performance in many subjects.
- Stimulate the overall development of the child. While learning to speak and pronounce words correctly, the child simultaneously remembers new information.
- Improve the child's position in society. If a student learns to speak correctly and correctly, it will be easier for him to communicate with classmates and make friends.
- Develop the child's ability to concentrate. During classes, the speech therapist may have the child read aloud increasingly longer texts, which will require longer concentration of attention.
- Expand lexicon child.
- Improve understanding of spoken and written language.
- Develop abstract thinking and imagination of the child. To do this, the doctor may give the child books with fairy tales or fictional stories to read aloud, and then discuss the plot with him.
Didactic games for children with mental retardation
During observations of mentally retarded children, it was noted that they are reluctant to study any new information, but with great pleasure they can play all kinds of games. Based on this, a didactic methodology was developed ( teaching) games, during which the teacher conveys certain information to the child in a playful way. The main advantage of this method is that the child, without realizing it, develops mentally, mentally and physically, learns to communicate with other people and acquires certain skills that he will need in later life.For educational purposes you can use:
- Games with pictures- children are offered a set of pictures and asked to choose from them animals, cars, birds, and so on.
- Games with numbers– if the child already knows how to count in various objects ( for blocks, books or toys) you can stick the numbers from 1 to 10 and mix them up, and then ask the child to put them in order.
- Games with animal sounds– the child is shown a series of pictures with images of animals and asked to demonstrate what sounds each of them makes.
- Games that promote the development of fine motor skills– you can draw letters on small cubes, and then ask the child to assemble a word from them ( name of animal, bird, city, etc.).
Exercises and physical therapy ( Exercise therapy) for children with mental retardation
The purpose of exercise therapy ( physical therapy ) is a general strengthening of the body, as well as correction of physical defects that a mentally retarded child may have. A physical exercise program should be selected individually or by combining children with similar problems into groups of 3 to 5 people, which will allow the instructor to pay enough attention to each of them.The goals of exercise therapy for oligophrenia may be:
- Development of fine motor skills of the hands. Since this disorder is most common in mentally retarded children, exercises to correct it should be included in every training program. Some of the exercises include clenching and unclenching your hands into fists, spreading and closing your fingers, touching your fingertips to each other, alternately bending and straightening each finger separately, and so on.
- Correction of spinal deformities. This disorder occurs in children with severe mental retardation. To correct it, exercises are used that develop the muscles of the back and abdomen, joints of the spine, water procedures, exercises on the horizontal bar and others.
- Correction of movement disorders. If a child has paresis ( in which he weakly moves his arms or legs), exercises should be aimed at developing the affected limbs ( flexion and extension of arms and legs, rotational movements them and so on).
- Development of movement coordination. To do this, you can perform exercises such as jumping on one leg, long jumps ( after the jump, the child must maintain balance and remain on his feet), throwing a ball.
- Development of mental functions. To do this, you can perform exercises consisting of several successive parts ( for example, put your hands on your belt, then sit down, stretch your arms forward, and then do the same in reverse order).
To play sports, mentally retarded children are recommended to:
- Swimming. This helps them learn to solve complex sequential problems ( come to the pool, change clothes, wash, swim, wash and get dressed again), and also forms a normal attitude towards water and water procedures.
- Skiing. Develop motor activity and the ability to coordinate the movements of arms and legs.
- Biking. Helps develop balance, concentration and the ability to quickly switch from one task to another.
- Trips ( tourism). A change of environment stimulates the development of cognitive activity in a mentally retarded patient. At the same time, when traveling, physical development and strengthening of the body occurs.
Recommendations for parents regarding the labor education of children with mental retardation
Labor education of a mentally retarded child is one of key points in the treatment of this pathology. After all, it is the ability for self-care and work that determines whether a person will be able to live independently or will need the care of strangers throughout his life. Labor education The child should be taught not only by teachers at school, but also by parents at home.The development of work activity in a child with mental retardation may include:
- Self-care training– the child needs to be taught to dress independently, observe personal hygiene rules, take care of his appearance, eat food, and so on.
- Training for feasible work- already with early years Children can independently organize things, sweep the street, vacuum, feed pets or clean up after them.
- Teamwork training– if parents go to do some simple work ( for example, picking mushrooms or apples, watering the garden), the child should be taken with you, explaining and clearly demonstrating to him all the nuances of the work being performed, as well as actively cooperating with him ( for example, instruct him to fetch water while watering the garden).
- Versatile training- parents should teach their child the most different types labor ( even if at first he is unable to do any work).
- The child’s awareness of the benefits of his work– parents should explain to the child that after watering the garden, vegetables and fruits will grow there, which the child can then eat.
Prognosis for mental retardation
The prognosis for this pathology directly depends on the severity of the disease, as well as on the correctness and timeliness of the therapeutic and corrective measures taken. So, for example, if you regularly and intensively work with a child who has been diagnosed with a moderate degree of mental retardation, he can learn to speak, read, communicate with peers, and so on. At the same time, the absence of any training sessions can provoke a deterioration in the patient’s condition, as a result of which even a mild degree of oligophrenia can progress, turning into moderate or even severe. Is a child given a disability group for mental retardation?
Since the ability for self-care and a full life of a mentally retarded child is impaired, he can receive a disability group, which will allow him to enjoy certain advantages in society. At the same time, one or another disability group is assigned depending on the degree of oligophrenia and the general condition of the patient.Children with mental retardation may be assigned:
- 3 disability group. Issued to children with mild mental retardation who can take care of themselves, are amenable to learning and can attend regular schools, but require increased attention from the family, others and teachers.
- Disability group 2. Issued to children with moderate mental retardation who are forced to attend special correctional schools. They are difficult to train, do not get along well in society, have little control over their actions and cannot be responsible for some of them, and therefore often need constant care, as well as the creation of special living conditions.
- 1st disability group. Issued to children with severe and profound mental retardation, who are practically unable to learn or care for themselves, and therefore require continuous care and guardianship.
Life expectancy of children and adults with oligophrenia
In the absence of other diseases and developmental defects, the life expectancy of mentally retarded people directly depends on the ability to self-care or on the care they receive from others.Healthy ( physically) people with mild mental retardation can take care of themselves, are easy to train, and can even get a job, earning money to feed themselves. In this regard, their average life expectancy and causes of death are practically no different from those among healthy people. The same can be said about patients with moderate mental retardation, who, however, are also trainable.
At the same time, patients with severe forms of the disease live much shorter ordinary people. First of all, this may be due to multiple defects and congenital developmental anomalies, which can lead to the death of children during the first years of life. Another reason for premature death may be a person’s inability to critically evaluate his actions and the environment. In this case, patients may be in dangerous proximity to fire, operating electrical appliances or poisons, or fall into the pool ( while not knowing how to swim), get hit by a car ( accidentally running out onto the road) and so on. That is why the duration and quality of their lives directly depend on the attention from others.
Before use, you should consult a specialist.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 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 physical and physical problems mental development. Sometimes such schools operate at neurological and psychiatric hospitals. Their main contingent is children with in different forms cerebral palsy (CP), spinal cord and traumatic brain injuries. VII type schools for children with ADHD and mental retardation. VII type schools They deal with the correction of dyslexia in children. Alexia is the absence of speech and a complete inability to master speech, and dyslexia is a partial specific disorder of reading acquisition caused by a violation of higher mental functions. And finally, in special (correctional) general education VIII type schools teach mentally retarded children the main objective these educational institutions- teach children to read, count and write and navigate social conditions. At schools of the VIII type there are carpentry, metalworking, sewing or bookbinding workshops, where students within the school walls receive a profession that allows them to earn a living. Way to higher education closed to them; upon graduation, they only receive a certificate stating that they have completed the ten-year program.
Correctional school: strive for it or avoid it?
This 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 a teenager after a hypnosis session, freeing himself forever from what oppressed him long years severe stuttering. 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 pre-school, basic general and secondary education 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 your child in first grade, you must submit educational institution application for admission, birth certificate, medical record in form 0-26/U-2000, approved by order of the Ministry of Health of the Russian Federation dated July 3, 2000 No. 241, certificate of registration of the child (form No. 9). Parents have the right not to disclose the child’s diagnosis when admitting him to an educational institution (Article 8 of the Law of the Russian Federation of 07/02/1992 N 3185-1 (as amended on 07/03/2016) “On psychiatric care and guarantees of the rights of citizens during its provision” (with amendments and additions, entered into force on January 1, 2017), and the school administration has no right to receive this information from anyone other than the parent (legal representative) of the child.
And if you think that your child’s rights are being infringed upon by attributing a false diagnosis to him (after all, unwanted people have always been sent to psychiatric clinics), feel free to join the fight! The law is on your side. Remember, there is no one but you to protect your child’s rights.
\ Parents of children and teenagers \ Children with developmental disabilities \ Correctional school 8 types. School for mentally retarded children.
Correctional school 8 types. School for mentally retarded children.
In a specialized (correctional) educational institution of type VIII, children with mental retardation are trained and educated in order to correct deviations in their development through education and labor training, as well as socio-psychological rehabilitation for subsequent integration into society.
In primary school (the first 4 grades), a comprehensive psychological, medical and pedagogical study of the student’s personality is carried out, identifying his capabilities and individual characteristics in order to develop forms and methods of organizing the educational process. Psychological and pedagogical work is aimed at instilling interest in acquiring knowledge, developing skills in educational activities and independence. Work is being carried out on general and speech development children, correction of motor skills disorders, deviations in the intellectual and emotional-volitional spheres, behavior. Class sizes are up to 12 people. In high school, students receive knowledge in general education subjects that have a practical orientation and correspond to their psychophysical capabilities. In grades 10-11, the main direction of work is industrial training; independent work skills are instilled in educational workshops, subsidiary farms, and enterprises. Vocational training is carried out taking into account interests and psychophysical capabilities. In case of successful mastery of professional skills, graduates may be assigned a qualification rank (the decision is made by the administration of the interested enterprise). In a correctional institution of the VIII type, training is organized in types of work of varying levels of complexity, taking into account the interests of pupils and in accordance with their psychophysical capabilities, the need for workers, employment opportunities for graduates, and the continuation of their education in special groups of primary vocational education institutions.
Continuation of vocational education is carried out in special groups of primary vocational education institutions. In a correctional educational institution of the VIII type, classes for children with severe mental retardation can be created and operated, the occupancy of which should not exceed 8 people. NDC specialists will help parents choose a school, and children will help them adapt to the educational process and the school staff.
