Plan of educational work for children with disabilities (VIII type). Features of the work of a subject teacher in S(k)K VIII type Working with children of 8th type

Educational work with children with disabilities

Children with intellectual disabilities have much less capabilities than their typically developing peers. They find it difficult to independently accept, comprehend, store and process information received from the environment. Their cognitive activity is significantly reduced and their range of interests is very narrow. In addition to intellectual underdevelopment, students enrolled in the Type VIII correctional school program are distinguished by problems of emotional and personal development and are susceptible to any influence, especially negative ones. It is the school that is designed to distract children from the street, develop healthy habits and form socially normative models of behavior.

The purpose of correctional work is the correction of the mental and physical functions of a child with disabilities in the process of general education, preparation for life and work.

In correctional and educational work with children with disabilities, it is first of all necessary to use pedagogical techniques aimed at organizing and streamlining educational activities.

Cspruce educational work with children with disabilities: creation of a special rehabilitation space for the optimal development of the personality of a child with disabilities, for his adaptation in society and assistance in the socialization of the individual.

The main objectives of this work are:

Correction of developmental defects of a mentally retarded child in the process of teaching him in general education disciplines, vocational training, and versatile educational influence on the course of his development;

Preparing students for independent work from primary school age in one of the blue-collar professions in modern production conditions, that is, social and labor adaptation;

Carrying out therapeutic and recreational work aimed at strengthening the general physical and mental condition of schoolchildren.

When organizing educational work, the teacher works in several areas:

Education in the learning process;

Extracurricular work in subjects (subject teachers);

Working with children with deviant behavior;

Individual and group classes with specialists;

Style, tone of relationships in the school community, moral and psychological climate;

Educational activities (group teachers);

Social and everyday orientation;

Clubs, sections, creative associations of additional education (additional education teachers);

Organized leisure time.

It is advisable to direct all educational work towards correcting the behavior of students, instilling educational and behavioral discipline, and a humane attitude towards people around them.
This work promotes the socialization and social adaptation of children with disabilities and the prevention of juvenile delinquency.

The main focus of social adaptation is the practical preparation of the child for independent life. Children with intellectual disabilities exhibit unique socio-emotional development. They have difficulty identifying peers as objects for interaction, take a long time to learn the rules of behavior, do not show initiative in organizing interactions with other people, and do not apply the acquired knowledge in everyday life. Therefore, it is necessary to create a special educational and educational space. To do this, it is important to create educational programs where the social and moral aspect of development comes first. It is recommended to include the following areas of work in educational programs:

Moral education.

Legal education.

Civic-patriotic education.

Aesthetic education.

Labor education.

Physical education.

Safe life support.

Environmental education.

Preventive work.

The main role in organizing the educational process belongs to the class teacher and teacher. Class teachers develop their own educational programs, where one of the main tasks is the formation of a class team, since the class team is the main structural unit of collective creativity. Starting from the first grade, the student should feel like part of a single team and live with the ideas and sentiments of the entire school.

Problems are solved in the following ways:

Modeling life situations in society;

Creation of a data bank (collective cases);

Carrying out socially significant activities;

Establishing connections with the external environment

Annual planning of educational work with students with disabilities reflects the main directions and forms of educational work, current pedagogical problems, and ways to improve methods of educating students. The plan for educational work with children with disabilities must be objective, realistic and feasible, and create a basis for the growth of children’s creative activity.

When working with these children, the class teacher is guided by:

Motives and leading activities of each age group;

Takes into account the child’s character traits and shortcomings;

Studies the structure of the defect, the mechanisms of its occurrence, influencing the formation of personality;

Constantly observes, monitors the dynamics, changes, elimination or correction of his shortcomings, capabilities and abilities.

The functions of the class teacher in working with children with disabilities are aimed at:

Organizational and coordinating activities:

Establishing a connection between a general education institution and a family;

Interaction with subject teachers working in the classroom and other specialists of a general education institution;

Taking into account and stimulating the diverse activities of students, including in the system of additional education for children;

Individual, impact and interaction with each student and the class team as a whole as subjects of this activity;

Communication activities:

Regulation of interpersonal relationships between students;

Establishing subject-subject relationships between teacher and student;

Promoting a generally favorable psychological climate in the team;

Assisting students in developing communicative skills.

Analytical and forecasting activities:

Studying the individual characteristics of students and the dynamics of their development;

Determining the state and prospects for the development of the classroom team.

In accordance with his functions, the class teacher of the VIII type school selects forms of work with students with disabilities:

individual (conversation, consultation, exchange of opinions, fulfilling a joint assignment, providing individual assistance, joint search for a solution to a problem, etc.);

group (action councils, creative groups, etc.);

collective (collective activities, competitions, performances, concerts, hikes, rallies, competitions, etc.).

A special place is occupied by the classroom hour - a form of organizing the process of direct communication between the teacher and students with disabilities, during which important moral and moral problems can be raised and resolved.

The class teacher, carrying out the educational work of children with disabilities, performs:

Corrective and developmental work with class students;

Individual work with “difficult” students who are at risk;

Work on preparing and conducting cultural and educational events by the students of the class;

Educational work for parents (legal representatives).

Receives parents (legal representatives) on issues of organizing the educational process.

As part of the implementation of work with families raising a child with disabilities, the class teacher organizes workshops, trainings on communicating with children, developing communication skills, provides assistance to the family in overcoming bad habits, cravings for vagrancy, and examines social and living conditions.

The effectiveness of the educational process depends on the environment in which it takes place and the attitude of others towards the defect.

For pedagogically competent, successful and effective education of children with disabilities, it is necessary to have a good knowledge of the psychological and pedagogical foundations of working with children of a particular age, to be informed about the latest trends, methods and forms of educational activities, and to master modern educational technologies. Based on the results of diagnostic studies conducted by a school psychologist or personally by the class teacher, create a pedagogical correction program that includes:

Creating a situation of success;

Propaedeutic work to eliminate gaps in behavior and learning;

Involving the child in collective activities;

Assistance in meeting social needs;

Organization of career guidance work taking into account the interests of students.

“The matter of raising a child is a matter of the greatest complexity and difficulty.

It is not the teacher who educates, but the whole society as a whole, the whole atmosphere and the whole environment of our culture and life, all the living everyday life, in which there are no trifles. Every action of ours that children see or hear, every word we say, the intonation in which it is pronounced, are droplets falling into the stream that we call the life of a child, the formation of personality.” V.P. Kashchenko

Educational work plan

Explanatory note

You must know what you love

and understanding the present is impossible

without knowledge of the past.

N.M. Karamzin

Justification of the relevance of the program

Changes in Russian society have caused changes in the social order of society towards educational institutions. Education sets and, most importantly, solves the problems of personal development, thereby turning into an effective factor in the development of society. In these conditions, the urgency of solving the problem of educating patriotism is obvious, since patriotic education is aimed at the formation and development of an individual who has the qualities of a citizen - a patriot of the Motherland. All the foundations of a future citizen are laid at school. Therefore, the development of new conceptual approaches to organizing patriotic education is an urgent task for a teacher. This determines the need to organize the educational process in the classroom through the creation of long-term creative activities, an environment of joint child-adult projects where academic and extracurricular life converge. The presented plan for the educational work of the class is focused on real life, problems that society solves, namely to ensure the historical continuity of generations, the preservation, dissemination and development of national culture; education of Russian patriots, citizens of a legal, social, democratic state who respect individual rights and freedoms and have high morality (according to the “National Doctrine of Education in the Russian Federation”).

The central place in the educational system of the classroom is occupied by

Civic-patriotic education:

Spiritual and moral education;

Labor education:

Healthy lifestyle culture;

Crime prevention:

Career guidance for students with disabilities.

formation of citizenship, patriotism, hard work, morality, formation of socially significant values,

respect for human rights and freedoms, love for the Motherland, family, and surrounding nature;

development of cognitive interests and needs.

Fostering a positive attitude towards work as the most important value in life.

Development of the need for creative work.

formation of legal culture,

fostering respect for the law, the rights and legitimate interests of each individual.

Formation of ecological culture.

The approach to upbringing in a holistic educational process is fundamentally new: not preparation for life, but real inclusion in life (i.e. socialization of the individual).

Basics:

• formation of leading personality qualities;
• practical joint activities of the teacher, parents and students;
• the optimal combination of individual education, team education and self-education;
• inextricable connection with educational environmental factors: out-of-school educational institutions and organizations
• continuous pedagogical diagnostics.

Goals:

Based on the analysis of relevance, we can formulate the goals of the classroom educational system:

Creating conditions for the diversified development of the individual based on the assimilation of universal human values;

Raising an individual with a sense of national pride and civic responsibility for their future;

Instilling a culture of healthy lifestyle;

Introduction to work;

Crime prevention.

Career guidance.

Tasks:

To form patriotic feelings and consciousness of citizens on the basis of historical values ​​and the role of Russia in the destinies of the world, to preserve and develop feelings of pride in their country.

To promote the development of students' cognitive interests.

To instill in children a caring attitude towards their native educational institution, as well as love for their hometown and country.

Promote the development of a culture of communication and the formation of humane interpersonal relationships.

Involve in work.

Work closely with parents in raising and educating children.

Help in choosing a profession.

This plan of educational work is accompanied by 4 main work programs:

Work program on civic-patriotic education of children with disabilities.

Work program for the spiritual and moral education of children with disabilities.

Work program for the formation of a healthy lifestyle in children with disabilities.

Work program for career guidance for children with disabilities.

Cyclogram of the class teacher's work

Daily

Dealing with late students and finding out the reasons for student absence.

Organization and control of student meals.

Organization of duty in the classroom.

Individual work with students.

Design of a class magazine.

Weekly

Checking class progress.

Carrying out activities in the classroom (as planned).

Work with parents (according to plan and situation).

Work with subject teachers (during the year).

Meeting with the school nurse regarding student illness certificates.

Monthly

Attend lessons in your classroom.

Consultations with a school psychologist, speech therapist, defectologist, social worker.

Meeting with parent activists.

Once every quarter

Design of a class magazine based on the results of the quarter.

Seminar (webinar, SMO) for class teachers.

Analysis of the implementation of the work plan for the quarter, correction of the educational work plan for the new quarter.

Conducting a parent meeting.

Once a year

Conducting an open event (lesson, class).

Writing characteristics for each student.

Registration of personal files of students.

Organization and control of class work practice.

Analysis and preparation of a class work plan.

Information about students in the class

Social class passport

1. Orphans

2. Motherless families

3. Fatherless families

4. Raised in a foster family

5 Raised by a Guardian

6. Risk group:

a) registered with ODN, IDN

b) at internal school control

c) must be put under internal school control

d) children at risk

7. Disabled children

8. Children with physical disabilities

9. Dysfunctional families:

parents do not pay enough attention to the child.

parents are unable to raise their child

parents are registered with the police

10.Parents with disabilities

11. Low-income families

12. Large families (indicating the number of children)

Student employment outside of class hours

№ p/p Surname student Name of the circle, section, elective, and class time

Monday Tuesday Wednesday Thursday Friday note

Class self-government bodies

Headman

Deputy Headman

Responsible for class duty

Responsible for the safety of textbooks

Fizorg. class

Florist

Class Parent Committee

Main tasks of the parent committee

Assistance from the school administration:

in improving the conditions for the implementation of the educational process, protecting the life and health of students, and the free development of personality;

in protecting the legal rights and interests of students;

in organizing and conducting school-wide events.

Organization of work with parents (legal representatives) of students to explain their rights and responsibilities, the importance of a comprehensive upbringing of a child in the family.

Functions of the Parent Class Committee

Helps ensure optimal conditions for organizing training (provides assistance in purchasing teaching materials, preparing visual teaching aids).

Coordinates the activities of the class in preparing school-wide events.

Conducts explanatory and advisory work among parents (legal representatives) of students about their rights and responsibilities.

Provides assistance in conducting class events and excursions

Participates in preparing the school for the new school year.

Together with the school administration, he controls the organization of the quality of food for students and medical care.

Assists school administration in organizing and conducting school-wide parent meetings.

Considers requests addressed to you

Takes part in organizing safe conditions for the educational process, compliance with sanitary and hygienic rules and regulations.

Interacts with public organizations on the issue of promoting school traditions and the way of school life.

Interacts with the teaching staff of the school on issues of crime prevention, neglect and homelessness among minor students.

Rights of the Parent Committee

The Committee has the right:

Make proposals to the administration and receive information about the results of their consideration.

Contact the school principal and his deputies for clarification.

Take part in the discussion of local school acts

Introduce public censure to parents who deviate from raising children in the family.

Encourage parents (legal representatives) of students for active work in the Committee, providing assistance in conducting school-wide events, etc.

Responsibility of the Class Parent Committee

The committee is responsible for:

Implementation of the educational work plan in the classroom.

Establishing mutual understanding between the school administration and parents (legal representatives) of students in matters of family and public education.

Work organization

The Committee includes representatives of parents (legal representatives) of students, at least three people.

The Committee elects a chairman from among its members (depending on the number of members, deputy chairmen and a secretary can be elected).

The Committee works according to the work regulations and plan developed and adopted by it

The Committee reports on its work to the class parent meeting at least twice a year.

The committee is authorized to make decisions if at least half of its members are present at the meeting. Decisions are made by a simple majority of votes.

Section 2.

Characteristics of the class team

There are 9 students in the class. Of these, 7 are boys and 2 are girls. 3 students from single-parent families:

There are certain problems with discipline during recess and lessons. Students have poor control over their behavior in class and violate discipline. Parents and legal representatives of these students are notified, but this does not improve the situation. This leads to the fact that other students in the class can violate discipline in class. The girls behave well in class. They have a satisfactory attitude towards studying, doing homework, and assignments in class. There are no problems with behavior during breaks or lessons.

Students' motivation to learn is low.

Section 3.

Work plan of the class teacher for the year

District world

Day of Knowledge. Ceremonial line “First call”

Class hour “What does it mean to be a citizen”

Determining the level of education of students

Choice of class leader and asset.

Class hour"The world of your hobbies"

Presentation of creative associations and sports sections.

Culture

Decorating a classroom corner.

Competition of crafts made from natural materials “Gifts of Autumn”.

Fatherland

“Symbols of Khakassia and Russia”

Listening to the Russian anthem

Human

Health Day. Games, outdoor entertainment.

Conversation about compliance with traffic rules

Family

Class hour“Our class. Laws of life"

Parents' meeting "Together - a friendly family."

Work

Organization of duty in the classroom.

General cleaning of the classroom.

OCTOBER

Area of ​​activity

1 Week

2 week

3 week

4 week

Cognitive activity. Development of creative abilities. Formation of readiness for self-observation and self-knowledge.

Preparing for the autumn ball

Competition of works made from natural materials.

Cl. hour“Results of the quarter. Successes and failures: analysis of reasons"

Spiritual and moral education, familiarization with cultural values, moral traditions of the people.

Congratulations to teachers working in the classroom on Teacher's Day.

Class hour“Attitude towards school and its property” (Diagnostic test “My condition”)

Visit to the library.

Conversation “He who reads a lot knows a lot”

Patriotic education. Citizenship education.

Older Person's Day

Cl. hour"What is conscience"

Healthy lifestyle culture. Protecting children's lives.

Cl. hour"Healthy lifestyle"

Conversation about smoking

Prevention of crime, formation of a legal culture, instilling respect for the law, the rights and legitimate interests of each individual. Formation of ecological culture.

Individual conversations with student parents.

Individual conversations with students.

Visiting families of difficult children.

Labor activity. Fostering a positive attitude towards work as the most important value in life. Development of the need for creative work.

Cleaning the office.

NOVEMBER

Area of ​​activity

1 Week

2 week

3 week

4 week

Cognitive activity. Development of creative abilities. Formation of readiness for self-observation and self-knowledge.

Vacations on the theme “I explore the world”

Class hour. “It's the beginning of the quarter. Organization of working time at home. How to behave in class"

Spiritual and moral education, familiarization with cultural values, moral traditions of the people.

Exhibition of drawings “My mother is the best.”

Patriotic education. Formation of political culture, education of citizenship.

Class hour“Rights and responsibilities of a schoolchild”

Conversation “What is a constitution”

Healthy lifestyle culture. Protecting children's lives.

Conducting TB training.

"Fun Starts"

Prevention of crime, formation of a legal culture, instilling respect for the law, the rights and legitimate interests of each individual. Formation of ecological culture.

Cl. hour"One for all and all for one"

Cl. hour“A healthy mind in a healthy body” (prevention of colds, hardening)

Album design “My parents at work”

Cleaning the office.

Caring for indoor plants.

DECEMBER

Area of ​​activity

1 Week

2 week

3 week

4 week

Cognitive activity. Development of creative abilities. Formation of readiness for self-observation and self-knowledge.

"Early winter"

Conversation “Feed the birds in winter”

Preparing for the New Year's holiday.

Class hour: “Summing up the results of the second quarter and half of the year. Successes and failures."

Spiritual and moral education, familiarization with cultural values, moral traditions of the people.

Celebration at the New Year's tree.

Patriotic education. Citizenship education.

Class hour“Lesson on the Constitution” dedicated to the Constitution Day of the Russian Federation.

Healthy lifestyle culture. Protecting children's lives. Sports relay race

Conversation “Drug-free school.”

Prevention of crime, formation of a legal culture, instilling respect for the law, the rights and legitimate interests of each individual. Formation of ecological culture.

Class hour“Etiquette and us! The problem of spoken language"

Cl. hour“The way you learn is how you’ll get”

Parent meeting "Behavior at school"

Labor activity. Fostering a positive attitude towards work as the most important value in life. Development of the need for creative work.

Conversation “Help your parents around the house”

Cleaning the office.

Caring for indoor plants.

JANUARY

Area of ​​activity

1 Week

2 week

3 week

4 week

Quiz game “Young naturalists - answer!”

Participation in the competition “Creating snow figures”

Spiritual and moral education, familiarization with cultural values, moral traditions of the people.

Holidays on the theme of Christmas holidays.

Drawing competition “Sorceress Winter”

Class hour. "Our town"

Healthy lifestyle culture. Protecting children's lives.

Class hour"Personal hygiene"

Conversation “How to avoid getting the flu”

Prevention of crime, formation of a legal culture, instilling respect for the law, the rights and legitimate interests of each individual. Formation of ecological culture.

Operation Employment

Conversation “What is conscience”

Cl. hour"Your rights and responsibilities"

Conversation “Your responsibility for common affairs”

Labor activity. Fostering a positive attitude towards work as the most important value in life. Development of the need for creative work. Career guidance work.

Cl. hour"In the world of professions."

Cleaning the office.

Caring for indoor plants.

FEBRUARY

Area of ​​activity

1 Week

2 week

3 week

4 week

Cognitive activity. Identification and development of natural inclinations and creative abilities. Formation of readiness for self-observation and self-knowledge.

Organization and implementation of the month of defense-mass work.

Drawing competition "Defender of the Fatherland"

Competition “Come on boys”

Spiritual and moral education, familiarization with cultural values, moral traditions of the people.

Studying war songs in music lessons.

Valentine's Day.

Essay “I am proud of my father”

Military-patriotic education. Formation of political culture, philosophical and worldview training, education of citizenship.

Cl. hour“The grateful memory of your people preserves your names.”

Class hour" Defender of the Fatherland Day"

Healthy lifestyle culture. Protecting children's lives.

Watching thematic videos on health and saving topics.

Relay race “Dad, Mom and I - a sports family”

Prevention of crime, formation of a legal culture, instilling respect for the law, the rights and legitimate interests of each individual. Formation of ecological culture.

Cl. hour on the legal framework regulating student behavior.

Cl. hour on environmental education.

Class hour “Polite attitude in the family”

Collaboration with parents: “Make a bird feeder”

Labor activity. Fostering a positive attitude towards work as the most important value in life. Development of the need for creative work. Career guidance work.

Cleaning the office.

Caring for indoor plants.

MARCH

Area of ​​activity

1 Week

2 week

3 week

4 week

Cognitive activity. Identification and development of natural inclinations and creative abilities. Formation of readiness for self-observation and self-knowledge.

Final lineup for students at the end of the 3rd quarter.

Spiritual and moral education, familiarization with cultural values, moral traditions of the people.

Class hour“Who can we take an example from”

Cl. hour"Look, spring is coming"

"Maslenitsa is wide"

Poem competition about spring.

Military-patriotic education. Formation of political culture, education of citizenship.

Class hour"My home is my castle"

Healthy lifestyle culture. Protecting children's lives.

"Fun Starts"

Conducting training on traffic rules and safety regulations.

Prevention of crime, formation of a legal culture, instilling respect for the law, the rights and legitimate interests of each individual. Formation of ecological culture.

Quiz game “Young naturalists - answer!”

Parent meeting “Results of the 3rd quarter”

Labor activity. Fostering a positive attitude towards work as the most important value in life. Development of the need for creative work. Career guidance work.

Prepared stories for children about professions.

Cleaning the office.

Caring for indoor plants.

APRIL

Area of ​​activity

1 Week

2 week

3 week

4 week

Cognitive activity. Identification and development of natural inclinations and creative abilities. Formation of readiness for self-observation and self-knowledge.

Drawing competition “Over there on another planet”

Cl. hour for Cosmonautics Day.

Spiritual and moral education, familiarization with cultural values, moral traditions of the people.

Conversation “look at the birds that have arrived”

Military-patriotic education. Formation of political culture, philosophical and worldview training, education of citizenship.

Excursion

Class hour"Meeting with war veterans"

Healthy lifestyle culture. Protecting children's lives.

Cl. hour, dedicated to the prevention of fire safety rules.

Prevention of crime, formation of a legal culture, instilling respect for the law, the rights and legitimate interests of each individual. Formation of ecological culture.

Labor activity. Fostering a positive attitude towards work as the most important value in life. Development of the need for creative work. Career guidance work.

Participation in village gardening.

Subbotniks for cleaning the school grounds.

Area of ​​activity

1 Week

2 week

3 week

4 week

Cognitive activity. Development of creative abilities. Formation of readiness for self-observation and self-knowledge.

Conversation on fire safety.

Monitoring the level of education of students.

Making a summer employment plan.

A line for students dedicated to the end of the school year. Summarizing.

Spiritual and moral education, familiarization with cultural values, moral traditions of the people.

Holiday "Goodbye school, hello summer time"

Military-patriotic education. Citizenship education.

Cl. hour"Remembering the Day of War." Decade of Remembrance for Victory Day.

Healthy lifestyle culture. Protecting children's lives.

Spring hike

Going to the football field

Conducting training on traffic rules and safety regulations.

Prevention of crime, formation of a legal culture, instilling respect for the law, the rights and legitimate interests of each individual. Formation of ecological culture.

Parent meeting

Cl. hour"Ecological problems"

Class hour"Summer holidays are ahead"

Class hour“No to bad habits”

Labor activity. Fostering a positive attitude towards work as the most important value in life. Development of the need for creative work.

Subbotniks for cleaning the school grounds.

Cleaning the office. Caring for flowers.

Subbotniks for cleaning the school grounds.

Appendix No. 1

Extract from the Convention on the Rights of the Child

Children have the right to live in their own family or with those who can best care for them.

Children have the right to adequate food and clean water.

Children have the right to a standard of living adequate for physical, mental, spiritual, moral and social development.

Children have the right to health care.

Children with disabilities have the right to special care and special vocational training.

Children should have the right to speak their own language, practice their own culture and enjoy their own culture.

Children have the right to participate in games and recreational activities.

Children have the right to education.

Children have the right to protection from all forms of physical or psychological violence, insult or abuse, neglect or neglect.

Children should not be used as cheap labor or soldiers.

Children have the right to express their opinions freely and meet with their peers to express their views.

REMINDERS FOR CLASS TEACHERS

APPENDIX No. 2

Puppy raised by kicking

Will not be a loyal puppy.

You after a rough kick

Try calling the puppy.

Where they give puppies kicks

The teachers there are stumps.S. Mikhalkov

Think about your relationship with your children, build it.

Remember that the psychological atmosphere in a children's team, first of all, depends on the attitude towards a person as the highest value.

Know how to listen to children.

Do not forget that children may have conflicts, and that you can provoke them with your pedagogical failure.

Pay attention to the characteristics of girls when communicating. They are more emotional and vulnerable.

Get over the negative attitude towards some guys.

When communicating with children, the teacher should not forget about empathy (sympathy, compassion for the child) and pedagogical reflection (objective assessment of oneself, self-control).

When working with “difficult” teenagers, activities should be organized in such a way that the “difficult” child would be guaranteed success, and as a consequence, the respect of peers, that is, to ensure a “situation of success.”

Remember that the teacher must be a creative person, a “researcher,” and not a simple “lesson-giver,” an impersonal carrier of information.”

Smile at your children more often. A school devoid of optimism degenerates and dies, a teacher who does not see the prospects for his relationship with children, does not believe in their abilities, cannot even teach them the multiplication table.

Questionnaire for studying students' familiesapplication No. 3

Student's name _____________________________________________________________--____

Date of Birth ______________________________________________________________

Health status

Friends (their age, nature of relationships, their influence) ____________________________________________________________________

Hobbies, interests ___________________________________________________________________

Character traits __________________________________________________________________

What do you do in your free time?

Participation in domestic work ________________________________________________________________________

What kind of help does the child need (what is necessary for full-fledged studies) ______________________________________________________________________

Full Name

Mother

Father

Education

Profession

Place of work, position

Work phone

Age, date of birth

How often do you go to school?

Number of children in the family

Housing conditions (house, apartment, room)

Financial situation

Help for the class (transport, repairs, conversation, excursion, material assistance)

Home address, telephone

Mobile phone

TOGETHER WITH STUDENTS

The goal must be clearly stated.

(“If you don’t know where to sail, then no wind will be favorable.” Seneca).

It is advisable to invite a specialist: a psychologist, a social educator, a narcologist.

You should familiarize yourself with the literature on the topic of the meeting.

It is necessary to think through the preparatory stage (before the meeting, propose questions for discussion, a questionnaire, conduct a class hour, a parent-teacher meeting, etc.).

Forms of work should be active (“involve me, and I will understand”): work in groups, business games, etc.

Think over the organization of reflection (formulate questions, phrases that need to be completed).

The room should be ventilated, think about how to comfortably accommodate the meeting participants, how to design the board; Prepare pencils and paper.

Remember that at such a meeting you cannot talk about the performance and behavior of specific students; create a trusting, not accusatory atmosphere.

Remember that parents must learn something good about their children.

Don't forget to thank everyone who attended the meeting.

It is useful for adults to hear the opinions of children, to see their growth, and it is important for children to be heard (at home they may dismiss it). The meeting is a common affair. Consequently, there are topics for joint conversation and discussion.

Let's remember the Japanese wisdom:

“A bad owner grows weeds, a good one grows rice, a smart one cultivates the soil, a far-sighted one trains a worker.”

Protocol

parent meeting No._____

in ______ class of MBOU "Secondary School" from "___" _____________ 20__.

Meeting agenda:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Present:__________ people

The following speakers spoke on the topic of the meeting:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Meeting decision:

______________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Classroom teacher.

Features of the work of a subject teacher with students of special (correctional) classes of VIII type

It's no secret that the number of children with mental development disorders increases every year. Working in special (correctional) classes and at the same time teaching a lesson in a class where there is an 8th grade student, I was faced with a problem: how to organize educational activities in such a way as to explain new material, consolidate and repeat it in 45 minutes of the lesson? I had some experience working with children studying under the 8th type program. I had to work with students with developmental disabilities when a special (correctional) class was opened at school.

When we started working, we encountered serious problems:

1) Lack of educational, methodological and material base at the school. The textbooks were very old, and even they were not enough. Educational programs and textbooks did not correspond to each other.

But! In class All the children studied according to this program, and the teacher planned a lesson for one category of children.

Now the situation has changed. There is a new program and new textbooks. It seems to be a good material base, but again there is a problem: there are no necessary teaching aids, a lack of methodological skills in teaching and experience in conducting lessons, when in the class there are both normal children and children of type 8, with the latter 1 - 2, and the first 18 - 19.

2) It turned out that it is necessary not only to take into account the psychological and intellectual characteristics of children, but also to adjust teaching methods.

I had to work with methodological and psychological literature (I didn’t come across methods for teaching geography in this way in these sources), so I’m trying to use the experience of teachers of small schools in teaching in normal classes (although there is quite a bit of such experience) and the experience of teachers working in special (correctional) ) school of VIII type in geography.

Geography, being one of the most important academic disciplines in both general education and special (correctional) schools of the VIII type, has great educational, correctional, developmental and educational opportunities. The study of geographical material broadens the horizons of the world around students with intellectual disabilities, they gain knowledge about nature, population, economy of their native land, their country and other countries, about the peculiarities of interaction between humans and the natural environment, and become acquainted with the cultural traditions of the peoples of Russia and other countries .

Geography, despite the attractiveness of educational information, causes certain difficulties for schoolchildren with intellectual disabilities due to the large proportion of abstraction of the material being studied, a significant number of special terms, the lack of adapted wall geographical maps, limited information about the world around students, etc.

To begin with, I became acquainted with the characteristics of such children. To do this, I turned to studying specialized literature, attended seminars at school, and conducted my own psychological and pedagogical observations.

I noted for myself that:

Such children have problems both in intellectual development and in psychophysiological development (characterized by increased excitability of the nervous system);

It is easier to perceive (remember) bright and colorful images;

Restless, cannot concentrate for long periods of time (requires frequent changes of activities and a variety of working methods);

Characterized by poorly developed abstract thinking, they better perceive material that is based on practice and personal experience;

Have weak memory, especially long-term;

They are also characterized by impoverished speech (reluctant to answer orally);

Based on the information received, I identified the main areas of work:

1. formation at an accessible level of the simplest knowledge and skills about nature and the surrounding world, the foundations of safe life;

2. formation and development of productive activities, social behavior, communication skills;

3. development of creative skills through objective and play activities

I analyzed various technologies and teaching methods, I choose the optimal combination of forms and techniques in the lesson, I consider the possibilities of joint and mutual learning, I select tasks that would not only be interesting to children, but would also allow productive organization of work in the lesson, taking into account the characteristics of the students. As a result, the basic requirements were formulated, taking into account which I plan the lesson:

1. setting a clear goal, sequence and completeness of the lesson stages;

2. changing types of activities, relying on different analyzers;

3. availability of clarity;

4. development of speech and thinking activity;

5. clear, complete instructions;

6. reliance on the child’s life experience;

7. use of verbal encouragement.

b) cold continent

c) dry continent

5. At the South Pole you can admire the sunrise and sunset:

a) twice a year

b) once a year

c) every day

6. Organic world of Antarctica:

c) varied

7. The following grow in Antarctica:

b) lichens

c) both

8. On the coasts of Antarctica live:

a) polar bears

c) penguins

9. The following were discovered in the depths of Antarctica:

a) coal

b) non-ferrous metals

c) both

10. Average thickness of the Antarctic ice sheet:

(1-c, 2-a, 3-c, 4-c, 5-b, 6-a, 7-c, 8-c, 9-c, 10-a)

Topic: North America

1. North America continent by size:

2. The largest island on the globe:

3. The west coast of North America is washed by the ocean:

4. Mississippi tributary:

5. River with a beautiful waterfall of the same name:

6. A plant adapted to a dry, desert climate:

7. The largest lake in North America:

8. Indigenous people of North America:

9. Capital of the USA:

10. The city of Ottawa is the capital of:

2. Niagara

3. New York

7. Greenland

8. Upper

9. Indians

10. Missouri

(1-4, 2-7, 3-1, 4-10, 5-2, 6-5, 7-8, 8-9, 9-3, 10-6)

4. Tables and instructions.

In the process of teaching geography in a special school, tables are often used in the form of ordinary graphic visual aids. Such tables are drawn out in advance and shown during the explanation of the relevant material in the form of wall aids. Often tables are drawn up on the chalkboard in parallel with the explanation of new material. In the form of a table, it is also convenient to write down conclusions from the material being explained or a summary of the main content of the lesson. The construction of such a table is dictated by the content of the lesson itself. Sometimes, when you need to consolidate basic facts, it is useful to give homework - fill out simple tables. In addition, tables can be used to check students' understanding of lesson material. This requires little time. The work is as follows. Students draw a table based on the model drawn on the board. Students fill out the first column of the table under the dictation of the teacher, the subsequent columns - independently. Naturally, this is only possible if the material being studied is already quite familiar to the students and they have sufficient experience in filling out such tables.

*Write down which oceans wash each continent

Instructions on the topic: “Rivers of the World.”

2. Find this river on the map.

A) the name of the river;

B) On what continent does the river flow;

B) the source (beginning) of the river;

D) mouth (end) of the river;

E) find and write down the tributaries of the river;

E) what large cities are located on this river.

4*. Through which states does this river flow?

Instructions on the topic: “Oceans”.

1. Consider a physical map of the hemispheres.

2. Find this ocean on the map.

3. Answer the following questions:

A) the name of the ocean;

B) the shores of which continents are washed;

C) what main lines (equator, prime meridian, tropics) cross the ocean;

D) find and name the seas and bays of this ocean;

4. * What straits connect this ocean with other oceans of the Earth.

Instructions on the topic: “Continents”.

1. Consider a physical map of the hemispheres.

2. Find this continent on the map.

3. Answer the following questions:

A) the name of the continent;

B) in which hemispheres the continent is located;

C) what main lines (equator, prime meridian, tropics) cross the continent;

D) what oceans and seas this continent is washed by;

D) the largest islands, located near the mainland;

E) the largest rivers and lakes of the continent.

4. * What mountains and plains are located on the mainland.

5. Contour maps.

Working on contour maps is an important, economical means of studying and consolidating maps in memory, and developing geographical and spatial concepts that are so necessary in practical life.

Work on contour maps corrects the spatial orientation of students with developmental disabilities, their ability to compare, contrast, draw appropriate conclusions, and select the main and secondary features of a given object or phenomenon.

Usually, the names of 1-2, or less often 3, objects are given to indicate on the contour map. Do not overload the lesson with titles. In addition, the objects studied during the course are plotted on the same map. This is done in order to create a holistic understanding of the relative position of objects, which is especially important when teaching geography to children with developmental disabilities. Students should be familiar with the requirements for the design of contour maps: they are drawn up in a simple pencil, neat handwriting, and even better - in drawing font. What exactly should be written on the outline is determined by the teacher, guided by the program.

Of all the above, I most often use letter and number tasks, tests and tables. I use these tasks (and also compose similar ones myself) at various stages of the lesson: at the beginning of the lesson to repeat the material or to determine the topic of the lesson (like a riddle), when explaining new material (if it is not difficult and the student is ready for it), at the end of the lesson to consolidate what has been learned and check the assimilation of the material.

The next stage was work on thematic planning. The problem for me as a teacher was that at the same time during the lesson I have to explain the material to the whole class (main school) and to a student from the auxiliary class. The characteristics of children are such that an individual approach to students is necessary; it is very difficult to organize independent work.

6kl The topics of the main and auxiliary school courses coincide in this class, differing in the amount of material and the order in which they are studied. For convenience in explaining the material and the effectiveness of its assimilation by students, I combine topics whenever possible. Therefore, a student in a correctional class studies the topic with the whole class, writing everything down in his notebook, and then begins to complete tasks that are specially prepared for him. This saved time on explaining and repeating material in class.

For example, when explaining the topic “Orientation on the ground”, the whole class studies the following concepts: horizon, horizon line, sides of the horizon, orientation based on local signs. A presentation on this topic is used, which helps all children remember the material, especially for students in the auxiliary school. The guys work, giving examples from their lives. Then everyone completes their task (student of type 8 - tasks on the card, and all the rest - make up a cluster on the topic “Orientation”) to consolidate the material. Homework is also given differently to everyone, allocating individual homework for the 8th type student.

8.9 grade Unfortunately, there were practically no such opportunities in the 8th and 9th grades, but by this time the children had already developed the skill of independent work, which greatly facilitates the teacher’s work. Visual aids are used: drawings, pictures, instructions, diagrams. The emphasis is on recording and organizing the material in students’ notebooks in the form of diagrams and tables (filling out diagrams and tables that are partially filled out). In all classes, the task is to prepare short speeches (retellings) of 5-10 sentences (which are submitted in writing or orally after the lesson). In grades 8 and 9, the emphasis is on independent completion of tasks according to the algorithm. For example, in 8th grade - a description of the continent (over several lessons), in 9th grade - a description of the country according to plan (referring to the textbook text or applications for help).

With the advent of multimedia equipment and its introduction into the education system, the need arose for technical re-equipment of special (correctional) classes of type VIII and its use for teaching mentally retarded students. Many domestic researchers in the field of special pedagogy and psychology believe that more intensive introduction of new information technologies into the educational process of children with disabilities will contribute to its improvement

It is well known that teaching geography is impossible without the use of visuals, since most of the objects and natural phenomena studied in the school course, due to their diversity, remoteness, large or small size and other features, cannot be observed by schoolchildren in their local area under natural conditions. This will allow the teacher, using multimedia, to demonstrate to students various processes (mountain avalanches, earthquakes, floods, etc.) occurring in nature, their dynamics, explain the causes of their occurrence, and form in children correct ideas about the interrelations of living and inanimate nature, the surrounding world and person. However, at present, there are no studies devoted to studying the problem of using computer technologies in the process of teaching geography to children with intellectual disabilities.

The modern market of electronic educational products does not have specially created programs for teaching geography to students with intellectual disabilities, so teachers now have an urgent need to develop and use multimedia teaching aids on their own. However, the insufficient level of teacher training in this regard and the lack of methodological recommendations on the creation and use of multimedia educational presentations do not allow the desired to be realized.

Presentations on topics and videos are used (I use ready-made presentations on the Internet and create my own). This allows not only to make the lesson more interesting, but also to “relax” the children in case of reduced motivation for learning (when the children are in a bad mood or lack of strength).

But the main confirmation of the effectiveness of the work is: the friendly attitude of students towards the subject, a psychologically comfortable atmosphere in the lesson and the virtual absence of absenteeism from geography lessons without good reason.

Methodological manuals, books necessary when working with children with disabilities

Manuals for 1st grade according to the Federal State Educational Standard for teachers working with children with disabilities

training manual for educational organizations implementing AOOP

A textbook for educational organizations implementing adapted basic general education programs

A textbook for educational organizations implementing adapted basic general education programs

A textbook for general education organizations implementing adapted basic general education

Textbooks for the VIII type program (intellectual disabilities)

1 class

6th grade

7th grade

Workbooks on a printed basis for the VIII type program

T math notebooks for independent work:

Technology. Sewing. G.B.Kartushina G.G.Mozgovaya

History of the Fatherland 7th grade

Handbook of Mathematics (Geometry)

Mathematics, M.N. Perova 9th grade: textbook. for special (corrective) education. Type VIII institutions /

Mathematics, V.V.Ek 8th grade: textbook. for special (corrective) education. Type VIII institutions /

Alysheva T. V. A59 Mathematics. 7th grade: educational. for special (corrective) education. Type VIII institutions /

S.V. Fadeeva Workbook on mathematics: for 6th grade students of special (correctional) educational institutions / S.V. Fadeeva. — M.: Humanitarian publishing house. VLADOS center, 2014. - 79 p. : ill.

Mathematics, M.N. Perova G.M. Kapustina 5th grade: textbook. for special (corrective) education. Type VIII institutions /

Workbook on mathematics by M.N. Perov, grade 5 for special (corrective) education. Type VIII institutions

The world of nature and man, grade 3, part 1 N.B.Matveeva, I.A.Yarochkina

The world of nature and man, grade 3, part 2 N.B. Matveeva, I.A. Yarochkina

N.B. Matveeva, M.A. Popova The world of nature and man. Workbook, 4th grade

The world of nature and man, grade 2, part 1 N.B. Matveeva, I.A. Yarochkina, M.A. Popova

The world of nature and man, 2nd grade by S.V. Kudrin

Rachel Davydovna TRIGER, Elena Viktorovna VLADIMIROVA didactic material on the Russian language for children with mental retardation

Title: Practical material for conducting psychological and pedagogical examination of children
Publisher: Moscow, Humanitarian Publishing Center VLADOS
Year: 2008
Size: 8Mb

Logopsychology

Lautkina S.V.
Publishing house of the educational institution "VSU named after. P. M. Masherova"
Year: 2007
Format: doc
Size: 1.63 MB

IN raising children with intellectual disabilities

This manual reveals the features of the educational process built on the basis of modern achievements of special pedagogy

and psychology in correctional educational institutions of the VIII type.

About children with developmental disabilities

Vlasova T.A., Pevzner M.S.
Publisher: Education
Year: 1973
Pages: 157
Format: DOC

Corrective treatment system for motor alalia

G.F. Kumarina, M.E. Weiner, Yu.N. Vyunkova
Publisher: IC "Academy"
Year: 2003
The manual reveals the theoretical, psychological, pedagogical and diagnostic aspects of correctional pedagogy - a new branch of scientific pedagogical knowledge designed to help teachers in solving problems of prevention and correction of adaptation disorders that arise in children during their schooling. It may also be useful for students of higher pedagogical educational institutions, as well as teachers of correctional and developmental education in primary schools, students of the IPC and retraining of teaching staff.

Tips for teachers in corrective work with primary schoolchildren

Title: Tips for teachers in corrective work with primary schoolchildren
Author/compiler: Stroganova L.V.
Publisher: Pedagogical Society of Russia
In this manual, the teacher and parent will receive answers to specific questions, what are the possible causes of deviations, what are the characterological characteristics of such children and what areas of correctional work to choose.

Stimulus materialintended for speech therapists, educators, methodologists of preschool institutions, as well as parents of children of pre-preschool and junior preschool age.
Illustrated methodology for speech therapy examination

Educational and methodological manual for speech therapists and students of defectology departments. This manual provides methodological recommendations for examining impressive and expressive speech. Visual material is given for examining coherent speech, vocabulary, grammatical structure of speech, syllabic structure, and the sound-pronunciation side of speech. Speech cards and possible options for speech therapy conclusions are given.

h E.V. Mazanova Album of exercises for the correction of agrammatic dysgraphia

Speech therapy work in correctional classes
The book provides characteristics of speech disorders in mentally retarded preschoolers, highlights methods for correcting problems with sound pronunciation, lexical and grammatical aspects of speech, reading and writing, and also provides notes on speech therapy classes.
Author: Lalaeva R.I.
Publisher: VLADOS
Books on correction of dysgraphia and dyslexia

The manuals reveal the features of reading and writing disorders in children with normal intelligence and various types of anomalies (intellectual, visual and hearing impairments), provide methods for eliminating the most common types of reading and writing disorders, as well as material for correctional work.
1. Disruption of the process of mastering reading in schoolchildren. 2. Elimination of reading disorders among students of the auxiliary school. 3. Reading and writing disorders in younger schoolchildren. Diagnostics and correction. 4. Detection of dysorthography in younger schoolchildren
Author: Lalaeva R.I.
Publisher: Prosveshchenie, Phoenix, SPbGUPM
Let's learn to speak correctly. Home speech therapist
Year of issue: 2009
Interface: Russian
Medicine: Not required
Archive size: 200.66 MB
Non-speech sounds (familiarity with the sounds of the objective world: musical instruments, transport, household appliances, etc., familiarization with the sounds of the natural world: sounds in the forest at different times of the year, etc.)
Onomatopoeia (familiarity with the sounds of the animal world, the variety of human voices)
Speech sounds (development of skills of recognition and correct pronunciation of sounds of the Russian language)
Development of coherent speech (learning to construct coherent speech from phrases to text)

Minimum system requirements:
Pentium III and higher, RAM 256 MB,
Windows XP (SP2) / Vista / Seven,
Monitor resolution: 1024 x 768, or 1152x648 for wide display screens,
CD drive or emulator,
WMP player or similar.
Elimination of general speech underdevelopment in preschool children. Practical guide

Description:
The manual covers the system of correctional education and upbringing of children with general speech underdevelopment. The main manifestations of speech underdevelopment in preschool children and their psychological characteristics are characterized; the methods of forming the sound side of speech, vocabulary, grammatical structure, and coherent speech are outlined; reflects the specifics of the correctional and educational process. Methodological provisions are illustrated with notes from speech therapy sessions. The manual includes thematic planning, weekly distribution of speech therapy and educational classes by study period, as well as recommendations on the use of lexical material.
T. B. Filicheva, G. V. Chirkina
Publisher: Iris-Press
Volkovskaya T. N. "Illustrated methodology for speech therapy examination" M 2009 free download
A colorful guide to speech therapy examination with instructions and methodological recommendations. Appendix: possible options for speech therapy conclusions and a speech map.
Size: 15.92Mb
Card index of exercises for automating correct pronunciation and differentiation of sounds of different groups
Nishcheva N.V.
Publisher: Childhood-Press
The manual presents exercises for automating and differentiating those sounds whose pronunciation causes the greatest difficulties for children.
Addressed to speech therapists in preschool educational institutions and school speech therapy centers, kindergarten teachers, parents of children with speech development problems.
Voronkova V.V. (ed.) Programs of special (correctional) educational institutions of the VIII type for grades 5-9. Collection 1
M.: Humanite. ed. VLADOS center, 2000. - 224 pp.
Collection 1 includes programs of special (correctional) educational institutions of type VIII grades 5-9 in the following subjects: Russian (native) language, mathematics, natural history, biology, geography, history, social studies, social and everyday orientation, music, fine arts, Physical Culture.
The programs take into account the characteristics of the cognitive activity of mentally retarded children. They are aimed at the diversified development of students’ personality, promote their mental development, and provide civic, moral, labor, aesthetic and physical education. The content of training in all programs is practical and contributes to the social adaptation of students.

Voronkova V.V. (ed.) Programs of special (correctional) educational institutions of the VIII type for grades 5-9. Collection 2

M.: Humanite. ed. VLADOS center, 2000. - 240 pp.
Collection 2 includes programs of special (correctional) educational institutions of type VIII grades 5-9 in vocational training: carpentry, plumbing, sewing, agricultural labor, bookbinding and cardboard business, training of junior service personnel, floriculture and ornamental gardening .
The programs in this collection contain educational material for grades 5-9 of special (correctional) educational schools of the VIII type (first stage). The second stage involves training in a vocational school or in the training and production department of an educational complex for children with intellectual disabilities.
The last stage corresponds to the 1-2 levels of professional qualification of persons with normal intelligence. The collection includes programs on carpentry, plumbing, sewing, furriers, bookbinding and cartoning, plastering and painting, agricultural labor, training of junior service personnel, floriculture and ornamental gardening. In terms of the structure and volume of educational material, the programs are basic. Based on the local conditions of training and employment of graduates, the school selects appropriate types of work, clarifies the content of basic programs (some topics may be omitted) or, based on their model, develops new ones for other types of work.

Illustrated methodology for speech therapy examination
Author: Volkovskaya T.N.
Publishing house "Correctional pedagogy", Moscow
Educational and methodological manual for speech therapists and students of defectology departments. This manual provides methodological recommendations for examining impressive and expressive speech. Visual material is given for examining coherent speech, vocabulary, grammatical structure of speech, syllabic structure, and the sound-pronunciation side of speech. Speech cards and possible options for speech therapy conclusions are given.
The book presents a system of didactic games and exercises aimed at correcting intellectual development disorders that exist in mentally retarded preschoolers.
It is intended for speech pathologists and special education teachers.
preschool institutions, as well as parents. Can be used by students of defectology departments of pedagogical institutes.
This book is addressed to teachers of specialized schools, speech pathologists, speech therapists, students of higher and secondary educational institutions, teachers, as well as parents of children with developmental anomalies, since it allows you to learn more about the subject and more effectively influence the child in the process of upbringing and development. The book gives a general idea of ​​defectology as a science, examines its main directions, content, tasks, methods and principles.

The textbook discusses the organization and content of the work of psychological, medical and pedagogical consultations (PMPC). The main attention is paid to staffing special (correctional) educational institutions for children with intellectual disabilities.
Intended for students of defectology departments of pedagogical universities, it may be of interest to teachers of preschool and school institutions, as well as members of the PMPK.
The 2nd edition (the 1st edition was published in 1988 under the title “Selection of mentally retarded children in special institutions”) is supplemented with material reflecting changes in the system of staffing special institutions in Russia.

The proposed material for various types of classes on the development of oral and written speech of students will help them see sentences and texts, read them correctly, better understand the content, develop the ability to work with a book, independently understand tasks, develop spelling vigilance, develop attention and thinking.

If the parents themselves understand or doctors and other specialists have established that the child has developmental disabilities, you need to find a suitable educational institution as soon as possible. And the sooner you find one that suits your child with his individual characteristics, the higher the chances of his rehabilitation, social adaptation, psychological correction and overcoming health-related difficulties.

Related materials:

Kindergarten plus primary school

There are so-called primary schools-kindergartens of a compensatory type, where children with developmental disabilities are first simply in the kindergarten and socially adapt in the company of other children, and then their stay in the kindergarten smoothly transitions to studying in primary school. Then, depending on how the child copes with the program, he enters the 1st or 2nd grade of a correctional school.

Developmental features are too different

There are so many developmental features and they are so different that “special children” sometimes do not fit into the “cliche” of one diagnosis or another. And the main problem of teaching them is precisely that all the children are completely different and dissimilar, and each with their own oddities and health problems. And yet, experts have identified the main developmental problems or diagnoses, which are designated by the following abbreviations:

Cerebral palsy - cerebral palsy;

DPR - mental retardation;

SRD - delayed speech development;

MMD - minimal brain dysfunction;

ODA - musculoskeletal system;

OHP - general speech underdevelopment;

EDA - early childhood autism;

ADHD - attention deficit hyperactivity disorder;

HIA - limited health capabilities.

As you can see, of all of the above, only cerebral palsy, MMD and problems with the musculoskeletal system are specific medical diagnoses. Otherwise, the names of children's characteristics, oddities and problems are very, very arbitrary. What does “general speech underdevelopment” mean? And how does it differ from “speech development delay”? And this “delay” is relative to what - relative to what age and level of intelligence? As for “early childhood autism,” this diagnosis is given to children so different in behavioral manifestations that it seems that our domestic experts themselves do not agree on autism, since they have not yet studied this disease well enough. And today almost every second restless child is diagnosed with “attention deficit hyperactivity disorder”! Therefore, before you agree that your child will be given this or that diagnosis, show it to not one, but at least a dozen specialists and get from them clear arguments and clear medical indications for which the child will be given a diagnosis. A diagnosis such as blindness or deafness is obvious. But when they rush to assign a “diagnosis” to a playful child who causes educators and teachers more trouble than other children, just to get rid of him by transferring him to a kindergarten or school for “children with special needs,” then you can fight for your child . After all, a label stuck on since childhood can seriously ruin a child’s life.

Special (correctional) schoolsI, II, III, IV, V, VI, VIIAndVIIIspecies. What kind of children do they teach?

In special (correctional) general education Type I schools children with hearing impairments, hard of hearing and deaf children are educated. IN Type II schools Deaf and mute children study. Schools of III-IV type Designed for blind and visually impaired children. SchoolsVkind accept students with speech disorders, in particular children who stutter. Type VI schools created for children with problems in physical and mental development. Sometimes such schools operate at neurological and psychiatric hospitals. Their main contingent is children with various forms of cerebral palsy (CP), spinal cord and traumatic brain injuries. VII type schools for children with ADHD and mental retardation. VII type schools They deal with the correction of dyslexia in children. Alexia is the absence of speech and a complete inability to master speech, and dyslexia is a partial specific disorder of reading acquisition caused by a violation of higher mental functions. And finally, in special (correctional) general education VIII type schools teach mentally retarded children, the main goal of these educational institutions is to teach children to read, count and write and navigate in social conditions. At schools of the VIII type there are carpentry, metalworking, sewing or bookbinding workshops, where students within the school walls receive a profession that allows them to earn a living. The path to higher education is closed for them; upon graduation, they only receive a certificate stating that they have completed the ten-year program.

Correctional school: strive for it or avoid it?

This difficult question is up to you to decide. As we know, cerebral palsy has such different and dissimilar forms - from profound mental retardation, in which doctors pronounce the verdict: “unteachable” - to completely intact intelligence. A child with cerebral palsy can suffer from a musculoskeletal system and still have a completely bright and intelligent head!

Taking into account all the individual characteristics of the child, before choosing a school for him, consult a hundred times with doctors, speech therapists, speech therapists, psychiatrists and parents of special children who have more experience due to the fact that their children are older.

For example, is it necessary for a child with a severe stutter to be surrounded by people like him? Will such an environment benefit him? Isn’t it better to follow the path of inclusive education, when children with diagnoses are immersed in an environment of healthy peers? After all, in one case a correctional school can help, but in another... it can harm. After all, each case is so individual! Remember the first frames of Tarkovsky’s film “Mirror”. "I can speak!" - says the teenager after a hypnosis session, forever freed from the severe stutter that oppressed him for many years. The brilliant director thus shows us: miracles happen in life. And someone whom teachers and doctors have given up on can sometimes surprise the world with extraordinary talent, or at least become a socially adapted member of society. Not a special person, but an ordinary person.

Visit the school in person!

Doctors will be the first to judge your child's abilities. They will refer him to the Psychological-Medical-Pedagogical Commission (PMPC). Consult with the members of the commission which school in your district will best suit your child, allow him to reveal his abilities, and correct his problems and shortcomings. Contact the district resource center for the development of inclusive education: maybe they can help with advice? Start by calling schools in your district. Chat on forums with parents of children who are already studying. Are they satisfied with the education and attitude of the teachers? And it’s better, of course, to personally meet the school director, teachers and, of course, future classmates! You must know what kind of environment your child will be in. You can go to school websites, but there you will only get a minimum of formal information: you can paint a beautiful picture on the Internet, but will it correspond to reality? Only visiting it will give you a true idea of ​​the school. Having crossed the threshold of the building, you will immediately understand whether there is cleanliness, order, discipline, and most importantly, the reverent attitude of teachers towards special children. You will feel all this right at the entrance!

Home-based training is an option

For some children, doctors offer home-based education. But this option is again not suitable for everyone. Some psychologists are generally categorically against home schooling, because for children with special needs there is nothing worse than isolation from society. And home schooling means isolation from peers. While communication with them can have a beneficial effect on the mental and emotional development of the child. Even in ordinary schools, teachers talk about the great power of the team!

Please note that there are several schools, for example, type VIII in each district, and there is even a choice, but schools for blind or deaf children are not available in every district. Well, you will have to travel far, transport or... rent an apartment where there is a school your child needs. Many nonresidents come to Moscow solely for the sake of education and rehabilitation of their special children, because in the provinces there is, by and large, simply no special education. So, visitors don’t care in which district to rent housing, so first they find a school suitable for the child, and then they rent an apartment nearby. Maybe you should do the same in the interests of your own child?

According to the Constitution of the Russian Federation, everyone is equal

Know that according to the Constitution of the Russian Federation and the law on education, everyone has the right to education, regardless of diagnosis. The state guarantees universal access and free preschool, basic general and secondary vocational education (Articles 7 and 43 of the Constitution of the Russian Federation). The provisions of the Constitution of the Russian Federation are explained in the Federal Law of July 10, 1992 No. 3266-1 “On Education”, in accordance with paragraph 3 of Article 2 of which one of the principles of state policy in the field of education is universal access to education , and adaptability of the education system to the levels and characteristics of development and training of students .

So, to enroll a child in first grade, you must submit to a general education institution an application for admission, a birth certificate, a medical card in the form 0-26/U-2000, approved by order of the Ministry of Health of the Russian Federation dated July 3, 2000 No. 241, a certificate of registration child (form No. 9). Parents have the right not to disclose the child’s diagnosis when admitting him to an educational institution (Article 8 of the Law of the Russian Federation of 07/02/1992 N 3185-1 (as amended on 07/03/2016) “On psychiatric care and guarantees of the rights of citizens during its provision” (with amendments and additions, entered into force on January 1, 2017), and the school administration has no right to receive this information from anyone other than the parent (legal representative) of the child.

And if you think that your child’s rights are being infringed upon by attributing a false diagnosis to him (after all, unwanted people have always been sent to psychiatric clinics), feel free to join the fight! The law is on your side. Remember, there is no one but you to protect your child’s rights.

In the process of correctional work with primary schoolchildren, it is necessary to place emphasis on the development of interphrase connections and the ability to title texts. This is facilitated by such types of tasks as composing a story from a picture, retelling texts of various styles, and other types of tasks presented in this work. Trying to develop not situational speech, but contextual one, strives for younger schoolchildren to move from situational speech to contextual one (describing a picture, composing a story based on a series of plot pictures, tasks for retelling what they saw (films, trips)).

In the process of correctional work with children of middle school age, teachers should pay attention to the formation of integrity in the production of the text. In this case, the emphasis in tasks for speech development should be placed on the work of unfolding a given semantic program into a completed speech work and, conversely, compressing the entire text, reducing it to a formula expressing the intent. This is facilitated by tasks related to conversions (large text into small ones), tasks on text editing (composing text on a given topic).

Also, in the process of working with a series of tasks, it is necessary to promote the development of verbal thinking, to develop evaluative and analytical elements in spontaneous speech. Tasks that provoke thought and require expressing your own opinion can be used here.

Throughout all years of education, it can be recommended to carry out the following types of work with children: the formation of motives for communication, which are a necessary condition for the development of coherent speech in mentally retarded children. In the process of corrective influence, it is recommended to create situations that would actualize the need for speech statements. Enriching vocabulary and working to clarify the meaning of a word should be closely connected with clarifying the child’s ideas about surrounding objects and phenomena.

In the process of developing the grammatical structure of speech in mentally retarded schoolchildren, it is necessary to take into account the structure of the speech defect and the immaturity of grammatical knowledge.

In the process of developing coherent speech, much attention should be paid to the formation of internal programming of coherent utterances with their gradual deepening and expansion.

The development of coherent speech in mentally retarded children should be closely related to the development of analysis, synthesis, comparison, and generalization, especially when processing internal programming operations.

The main task of remedial education for mentally retarded children is to teach them to express their thoughts coherently and consistently, grammatically and phonetically correctly. This is important for studying at school, communicating with adults and children, and developing personal qualities.

The effectiveness of the corrective influence depends on how accurately the conditions of systematic conduct of classes are observed, the distribution of exercises in order of increasing complexity, the correlation of tasks with the purpose of the lesson, the alternation and variability of exercises.

The identified features of speech thinking of mentally retarded adolescents aged 10-11 indicate the need to develop recommendations for the practical activities of speech therapists and teachers of type VIII correctional secondary schools.

The method of forming descriptive-narrative speech, widely used in teaching practice, is aimed primarily at the development of coherent presentation through the assimilation of samples of coherent speech by “adjusting”, intuitively “grasping” individual patterns of constructing a coherent message. This way of teaching is ineffective for teaching coherent speech to mentally retarded schoolchildren: coherent speech, learned through unconscious transfer by analogy, is replete with errors both in the sequence of thought transmission, i.e. semantic, and in the design of thoughts by means of language, i.e. speech. The data from the present study also revealed a low level of coherent speech in mentally retarded children.

According to N.I. Zhinkin, it is knowledge of the psychological mechanism of speech that will help develop an adequate methodology for the formation of coherent contextual speech, the center of which should be work on its semantic, semantic side.

Outlining the general outline of special speech events, N.I. Zhinkin criticizes the method of reflected, mechanical learning of a sample, widely used in speech therapy practice, since “verbal connections learned from the voice are no longer semantic connections.” The author considers the sign of a semantic connection to be “the independence of its composition based on the processing of the information received” (48).