Pochetnensky educational complex "school-lyceum"

Krasnoperekopsky District Council

Autonomous Republic of Crimea

CHILD WITH SPECIAL

Prepared

teacher primary school

Filipchuk E.V.

p. Honorary, 2014

CHILD WITH SPECIAL

EDUCATIONAL NEEDS

(Information material to help teachers)

The concept of "children with special educational needs" covers all students whose educational problems go beyond the boundaries of the generally accepted norm. The generally accepted term "children with special educational needs" emphasizes the need to provide additional support in the education of children who have certain developmental characteristics.

The definition given by the French scientist G. Lefranco can be accepted as logical and justified: “Special needs is a term that is used in relation to persons whose social, physical or emotional characteristics require special attention and services, an opportunity is provided to expand their potential.”

When we talk about inclusive education, we mean, first of all, the special educational needs of children with disabilities in psychophysical development.

Inclusive education - this is a system of educational services, which is based on the principle of ensuring the fundamental right of children to education and the right to study at the place of residence, which provides for education in the conditions of a general educational institution.

Children with special needs of psychophysical development are divided into the following categories:

Hearing impaired (deaf, deaf, hearing impaired);

Visually impaired (blind, blind, with reduced vision);

with intellectual disabilities (mentally retarded, delayed mental development);

With speech disorders;

With disorders of the musculoskeletal system;

With a complex structure of disorders (mentally retarded, blind or deaf, deaf-blind, etc.);

With emotional-volitional disorders and children with autism.

Children with disabilities have, like all other children, certain rights, including the right to receive a quality education.

Target this manual inform teachers about the nature of various psychophysical disorders, give specific recommendations for teaching such children.

1.Speech disorders

Speech disorders include:

Dyslalia (violations of sound speech);

Rhinolalia (violations of sound speech and voice timbre associated with a congenital defect in the formation of the articulatory apparatus);

Dysarthria (violations of sound speech and the melodic-intational side of speech, due to insufficient innervation of the muscles of the articulatory apparatus);

Stuttering;

Alalia (absence or underdevelopment of speech in children, due to organic local damage to the brain);

Aphasia (complete or partial loss of speech due to organic local lesions of the brain);

General underdevelopment of speech;

Violation of writing (dysgraphia) and reading (dyslexia).

Most of these violations are eliminated in preschool and primary school age. At the same time, there are cases when these violations have not been overcome in the middle and senior grades.

Students with speech disorders have functional or organic deviations in the state of the central nervous system. They often complain of headaches, nausea, dizziness. Many children have balance disorders, coordination of movements, non-differentiation of the movement of the fingers and articulatory movements. During training, they are quickly depleted, tired. They are characterized by irritability, excitability, emotional instability. They retain instability of attention and memory, a low level of control over their own activities, impaired cognitive activity, and low mental capacity for work.

A special group among children with speech disorders are children with reading and writing disorders.

Difficulties in reading text (dyslexia) are characterized as the inability to perceive printed or handwritten text and transform it into words.

With dyslexia during reading, the following types of errors are observed: the replacement and mixing of sounds, letter-by-letter reading, rearrangement, etc.

Assistance to such children should be comprehensive and carried out by a group of specialists: a neurologist, a speech therapist, a psychologist, and a teacher. The effectiveness of the work is largely determined by the timeliness of the application of measures and the choice of the optimal method and pace of training.

Violation of writing skills - dysgraphia - distortion or replacement of letters, distortion of the sound-component structure of the word, violation of the elite spelling of words, agramatism. The classification of dysgraphia is based on the unformedness of certain operations of the writing process:

Articulatory-acoustic dysgraphia is manifested in substitutions, omissions of letters, which correspond to omissions and substitutions in oral speech;

Dysgraphia based on a violation of phonemic recognition is manifested in the replacement of letters corresponding to phonemically close sounds, although in oral speech the sounds are pronounced correctly; (the work to eliminate these two types of disorders is aimed at the development of phonemic perception: the clarification of each sound that is replaced, the development of articulatory and auditory images of sounds);

Dysgraphia based on a violation of speech analysis and synthesis, which manifests itself in the distortion of the sound-letter structure of the word, the division of sentences into words;

Grammatical dysgraphia is associated with underdevelopment of the grammatical structure of speech (morphological and syntactic generalizations);

The work to eliminate these two types of violations is aimed at clarifying the structure of the sentence, developing the functions of inflection, the ability to analyze the composition of the word according to morphological features.

Optical dysgraphia is associated with underdevelopment of visual analysis and synthesis and spatial representations, which are manifested in the substitutions and distortions of letters when writing; mirror writing also belongs to optical dysgraphia;

The work is aimed at the development of visual perceptions, the expansion and presentation of visual memory, the formation of spatial representations and the development of visual analysis and synthesis.

Stuttering- one of the most complex and long-term speech disorders. Doctors characterize it as a neurosis (discoordination of contraction of the muscles of the speech apparatus). Pedagogical interpretation: this is a violation of the tempo, rhythm, fluency of speech of a convulsive nature. Psychological definition: this is a speech disorder with a predominant impairment of its communicative function. A speech spasm interrupts the speech flow with stops of a different nature. Convulsions occur only during the production of speech. Stuttering is neurotic and neurosis-like.

When stuttering, a speech therapist, a neuropathologist, a psychotherapist, a psychologist, and a teacher work with a child. Only a team that includes these specialists can expertly develop measures to overcome stuttering.

A speech therapist can prescribe security therapy - a silence mode, and a doctor can prescribe the entire complex of treatment, which is recommended for neurotic conditions in children. Regardless of the forms of stuttering, all children, in parallel with speech therapy, need classes in logorhythmics, medication and physiotherapy.

When you notice that there is a student in your class who has similar difficulties, consult with the teachers who taught the child in previous years.

Contact a psychologist and speech therapist, talk to your parents. use all the instructions and recommendations of specialists.

The composition of the team you organize determines the correct diagnosis, corrective care strategy and the choice of the necessary measures for the successful education of the child in your class.

Ask the student about the difficulties he feels during the perception, processing, application of information (new material). Determine what information the student does not perceive.

Suggest other ways (if the student cannot read, explain orally, if he does not perceive by ear, submit in writing).

Find out about the possibility of using special computer programs(for example, converting printed text into audio playback), other technical methods, depending on the characteristics of the learning of a particular student.

2. Children with mental retardation

Mental retardation can be due to a variety of reasons.

In particular, these are: hereditary predisposition, brain dysfunction during fetal development, sexual complications, chronic and long-term diseases at an early age, inadequate upbringing conditions, etc.

Depending on these factors, various forms of delay are distinguished.

- Constitutional and somatogenic origin - the child is miniature and outwardly fragile, the structure of his emotional-volitional sphere corresponds to an earlier age, frequent illnesses reduce the capabilities of parents, the general weakness of the body reduces the productivity of his memory, attention, ability to work, and inhibits the development of cognitive activity.

- psychogenic origin - due to inappropriate conditions of upbringing (excessive guardianship or insufficient care for the child). Development is delayed due to the restriction of the complex of irritations, information that comes from the environment.

- Cerebro-organic origin - persistent and complex, due to lesions of the child's brain due to pathological influences (mainly in the second half of pregnancy). It is characterized by a decrease in learning ability even at a low level of mental development. and manifests itself in the difficulties of mastering the educational material, the lack of cognitive interest and motivation for learning.

A significant part of children with mental retardation, having received timely corrective assistance, assimilates the program material and “levels out” at the end elementary school. At the same time, many students and the next years of schooling require special conditions for organizing the pedagogical process due to significant difficulties in mastering the educational material.

A student who has such difficulties requires a thorough psychological and pedagogical study to determine the optimal and effective teaching methods. Working with the parents of such children is of the utmost importance, as their understanding of the nature of the difficulties and appropriate assistance in the family circle contribute to overcoming the difficulties in learning.

Focus on the strengths of the student and build on them as you learn. At the same time, be prepared that you will have to gradually fill in the gaps in the knowledge, skills and abilities of the student.

Present the content of the educational material in small parts using a multi-sensory approach (auditory, visual, manipulative). Repeat and reinforce what you have learned as much as possible.

Engage the student, maintain positive motivation. learning.

Try to slow down the pace of learning, taking into account the mental endurance and mental capacity of the student. Be patient if the student needs to be explained or shown repeatedly. Find the best way to interact with him (explain new material before the lesson, in class, give a written thesis plan, algorithm of actions, etc.).

Divide the task into separate small parts. If necessary, make a written algorithm for the phased completion of the task. Give verbal instructions one at a time until the student can hold several in memory at the same time.

Practice applying the knowledge acquired by the student.

Review the assignment step by step with the student.

Diversify learning activities however, ensure a smooth transition from one activity to another.

Assignments should be appropriate to the abilities of the students and exclude feelings of persistent failure.

Give students enough time to complete the task and practice new skills at the same time, doing one task too long can tire them out.

Do not shift overcoming learning problems solely on the parents. Help them to recognize the smallest successes of the student and consolidate them. Students with learning difficulties do not require authoritarian approaches in family relationships, but a balanced, good-natured attitude towards the child.

Overcoming learning difficulties is the result of long and painstaking joint work of teachers, psychologists, parents and even therapists.

3.Children with visual impairments

Today in Ukraine, visual impairments occupy the first place among other disorders. This group includes the blind (about 10%) and visually impaired (people with reduced vision). Persons who have no visual sensations at all or those who have only partial light perception (visual acuity up to 0.004) are considered blind. Visually impaired - those who have a significant reduction in vision (in the range from 0.05 to 0.2 when using corrective glasses).

The main reason for the decrease in visual acuity are congenital diseases or eye anomalies (70% of cases). The factors that caused eye anomalies are extremely diverse. Among the endogenous (internal) factors are heredity, hormonal disorders in the mother and fetus, Rh incompatibility, the age of the parents, metabolic disorders, etc. Endogenous (external) factors include various intoxications, infectious and viral diseases, etc.

Among the common disorders of the organs of vision are microphthalmos, anophthalmos, cataracts, glaucoma, optic nerve atrophy, retinal degeneration, astigmatism, myopia, hyperopia, etc.

Eye disease leads to complex impairments of visual function - sharpness decreases, the field of vision narrows, spatial vision is disturbed.

Due to an incomplete or distorted environment, the representations of such children are completely depleted, fragmented, and the information received is poorly remembered. Children experience difficulty in reading, writing, practical work; quickly get tired, which leads to a decrease in mental and physical capacity for work. That is why they require dosed eye strain and guard mode during the organization of the educational process.

Due to the fact that during the course of education the vision of students can change (ophthalmological recommendations change accordingly), coordinated work of teachers, a school doctor, an ophthalmologist and parents is necessary, which should keep the allowable physical and visual loads of the student under control.

When organizing the educational process for such students, the teacher must take into account ophthalmic data on the degree of visual impairment, the nature of the disease, the features of its course and the prognosis for the future (possibility of deterioration or improvement). Given this, the teacher should be familiar with the recommendations of the ophthalmologist on the use of conventional and special correction measures (glasses, contact lenses, etc.), as well as additional methods that improve vision (enlarged lenses, projectors, typhlo devices, audio recordings, special computer programs that transform written text in sound, etc.). The teacher should know to which of the students the glasses are intended for permanent use, and to whom for work only at a long or close distance, and to monitor the children's compliance with a certain regimen.

Every 10-15 minutes, the student should take a break for 1-2 minutes, doing special exercises.

Illumination of the workplace should be at least 75-100 cd / sq.m.

Remove all obstacles on the way to the student's workplace.

In visual aids, it is advisable to increase the font.

When writing on the chalkboard, try to arrange the material in such a way that it does not merge into a continuous line for the student. Find out which color the student sees best.

Allow students to move closer to the board or visual aid to better see what is being written.

Voice what you write.

Strive to duplicate everything you write on the board with handouts.

Pay attention to the quality of the handout: it should be matte, not glossy paper, the font should be large and contrasting.

Students with visual impairments need more time to complete tasks, read texts. Do not overload the student with reading large texts during independent processing of the material, it is better to explain it again orally, make sure that he understands everything.

For subjects such as literature, history, geography, you can use audio libraries literary works and other educational materials that a teacher can use for individual lessons with visually impaired students.

It is advisable to review the requirements for written work. Sometimes a visually impaired student needs to write using a stencil in order to correctly position the text on the page and adhere to the lines.

Frequently check the student's understanding of the material that is given in the lesson.

Watch the student's posture, at the same time, do not limit him when he brings the text very close to his eyes.

The child may not see your facial expression well and not understand that you are addressing him. It is better to approach him, and touching him, address him by name.

Do not make unnecessary movements and do not obscure the light source, do not use non-verbal methods of communication (head nodding, hand movements, etc.).

4. Hearing impaired children

The term "hearing impairment" is often used to describe a wide range of hearing loss disorders, including deafness.

Among the causes of hearing loss are the following: sexual trauma, infectious diseases, otitis, inflammation, the effects of the use of appropriate medications.

Deafness is defined as the absolute absence of hearing or its significant decrease, due to which the perception and recognition of oral speech is impossible.

Compared to the deaf, children with hearing loss (hard of hearing) have a hearing that, with the help of audio amplifying equipment, makes it possible to perceive the speech of others and speak independently. Children who have hearing loss from 15 to 75 dB are considered hard of hearing, above 90 dB are considered deaf (according to the pedagogical classification).

Hearing loss is partially compensated by hearing aids and cochlear implants. Under normal learning conditions, children with hearing impairment form speech communication and develop speech hearing, which gives them the opportunity to successfully study in general education schools, receive higher and professional education.

At the same time, it is necessary to take into account certain characteristics of students with hearing impairments. Some hearing impaired people can hear, but perceive individual sounds in fragments, especially the initial and final sounds in words. In this case, it is necessary to speak more loudly and clearly, choosing the volume accepted by the student. In other cases, it is necessary to lower the pitch of the voice, since the student is not able to hear high frequencies by ear. In any case, the teacher should familiarize himself with the student's medical record, consult with the school physician, otolaryngologist, deaf teacher, speech therapist, parents, teachers with whom the student studied in previous years. Consult with specialists regarding the possibilities of the student's individual hearing aid, special tasks for the development of speech breathing.

Learn how to test your hearing aid.

Familiarize yourself with special technical tools that guide the effectiveness of the educational process. It is advisable that the educational institution has acquired the necessary equipment.

The student should sit close enough to have a good view of the teacher, classmates and visual aids. He must clearly see the articulation apparatus of all the participants in the lesson.

Use as much visibility as possible.

Make sure that the student receives the information in full. Sound information must be reinforced and duplicated by visual perception of text, tables, reference diagrams, etc.

When starting a conversation, check the student's attention: say his name or touch him with your hand. When addressing and talking with a student, look at him so that he can see all your movements (articulation, facial expression, gestures).

Before you start explaining new material, work instructions, make sure the student is looking at you and listening.

Do not cover your face with your hands, do not speak, turning away from the student. If necessary, make a note on the board, and then, turning to face the class, repeat what was written and comment.

Speak loudly enough, at a normal pace, without getting carried away by articulation, lip movement.

Make sure the student understands from time to time. But at the same time, do not ask him tactless questions about it .. If the student asks for something to be repeated, try to rephrase the information using short, simple sentences.

If you do not understand the student's speech, ask him to repeat again, or write what he wanted to answer.

If you are explaining complex material that contains terms, formulas, dates, last names, geographical names, it is advisable to give it to the student in writing. Use handouts that better convey the content of the lesson.

Make sure all the words in the text are understandable. Simplify text as much as possible.

Initiate student verbal communication. Do not interrupt him, give him the opportunity to express his thought.

5. Children with a violation of the musculoskeletal system

Such disorders occur in 5-7% of children and may be congenital or acquired. Among the disorders of the musculoskeletal system are:

Diseases of the nervous system: cerebral palsy; poliomyelitis;

Congenital pathologies of the musculoskeletal system: congenital dislocation of the tops, torticollis, pincer leg and other deformities of the feet; anomalies in the development of the spine (scoliosis); underdevelopment and defects of the limbs: anomalies in the development of the fingers; atrogriposis (since the birth of a cripple);

Acquired diseases and lesions of the musculoskeletal system: injuries of the spinal cord and limbs; polyarthritis; skeletal diseases (tuberculosis, osteomyelitis); systemic diseases of the skeleton (chondrodystrophy, rickets).

In all these children, the leading disorder is underdevelopment, impairment or loss of motor functions. The dominant among them is cerebral palsy (about 90%).

To adapt the social environment, it is necessary to prepare teachers and students of the school, class to perceive a child with such disabilities as an ordinary student.

Children with cerebral palsy (CP)

Cerebral palsy occurs due to damage to the fetal brain during the prenatal period or during childbirth. Among the factors that lead to cerebral palsy are bone insufficiency, birth traumatic brain injury, intoxication during pregnancy, infectious diseases, etc. The frequency of cerebral palsy in the population is 1.7 cases per 1000 children.

Characteristic for cerebral palsy are motor disorders (paralysis, incomplete paralysis), inability to control and coordinate movements, weakness of movements, disorders of general and fine motor skills, spatial orientation, speech, hearing and vision, depending on which parts of the brain were damaged, unstable emotional tone. These states can be aggravated by excitement, unexpected appeal to the child, overwork, the desire to perform certain purposeful actions. The more severe the brain damage, the more pronounced cerebral palsy. However, cerebral palsy does not progress over time.

Depending on the severity of the lesion, such children can move independently, in wheelchairs, with the help of walkers. At the same time, many of them can study in a general education school, provided that a barrier-free environment is created for them, provided with a special device (a device for writing, splints that help to better control hand movements; a workplace that makes it possible to maintain an appropriate body position).

Typically, children with cerebral palsy may require different types of help. Special education and services may include physical therapy, occupational therapy, and speech therapy.

Physical therapy helps to develop muscles, learn to walk better, sit and maintain balance.

Occupation Therapy helps develop motor functions (dressing, eating, writing, performing daily activities).

Speech therapy services help develop communication skills, correct impaired speech (which is associated with weak muscles of the tongue and larynx).

In addition to therapeutic services and special equipment, children with cerebral palsy may need assistive technology. In particular:

Communication devices(from the simplest to the more complex). Communication boards, for example with pictures, symbols, letters or words. The student can communicate by pointing a finger or eyes at pictures, symbols. There are also more sophisticated communication devices that use voice synthesizers to help you "talk" to others.

Computer technologies (from simple electronic devices to complex computer programs that work from simple adapted keys).

Find out more about cerebral palsy, the organizations that help you and the sources you can get useful information from.

Sometimes the sight of a student with cerebral palsy gives the feeling that he will not be able to study like others. Pay attention to the individual child and learn directly about their special needs and abilities.

Consult with other teachers who have taught the child in previous years about organizing a learning environment specifically for that student. Parents know best about the needs of their child. They can tell a lot about the special needs and abilities of the student. By inviting a physiotherapist, speech therapist and other specialists to your team, you can develop the best approaches in relation to a particular student, in terms of his individual and physical capabilities.

The path of the student to his workplace should be unhindered (convenient opening of doors, wide enough passages between desks, etc.). Think about how he will reach the classroom, move within the boundaries of the school, use the toilet, etc. Most likely, the educational institution will have to make appropriate architectural changes (ramp, special handrails, fixtures in the toilet, etc.).

It may be necessary that someone from the staff or students is always ready to help a student with cerebral palsy (to hold the doors until the wheelchair comes in, while descending the stairs or overcoming rapids). Such assistants should be instructed by a specialist (orthopedist, physiotherapist, exercise therapy instructor).

Learn to use assistive technology. Find experts inside and outside the school to help you. Assistive technologies can make your student independent (special writing attachments, additional computer equipment, etc.).

With the help of specialists or parents, equip the student's workplace, taking into account his physical condition and the characteristics of the development of learning skills.

Consult with a physical therapist regarding the student's exercise regimen, required breaks and exercise. Remind the student of this and make sure that he does not overwork.

Sometimes children with cerebral palsy may experience hearing loss on a high-frequency tone, while remaining on a low one. Strive to speak in low tones, make sure that the student can hear the sounds t, k, s, e, f, sh well.

It is necessary to reduce the requirements for the written work of the student. It may be convenient for him to use special devices, a computer or other technical means.

Make sure that the necessary materials, teaching aids, visual aids are within the reach of the student.

Do not surround the student with immeasurable guardianship. Help when you know for sure that he cannot master something, or when he asks for help.

The student needs more time to complete the task. Adapt the exercises accordingly, develop tasks in the form of tests, etc.

6. Children with hyperactivity and attention deficit

One of the most common disorders, characteristic according to various sources, is 3-5 - 8-15% of children and 4-5% of adults. The reasons for this condition are still being studied. Among the factors that cause it, we can distinguish hereditary and somatic disorders. Somatic (from the Greek - melo, bodily) in medical practice is used to determine the phenomena that are associated with the body, in contrast to the phenomena mental nature. The disease in this sense is divided into somatic and mental. In such children, there is a complex of clinical, physiological and biochemical changes, sometimes certain minimal brain dysfunctions (a combined group of different pathological conditions that manifest themselves in combined disorders of perception, motor skills, attention). At the same time, this condition may have a number of other disorders: neurosis, mental retardation, autism. Sometimes attention deficit hyperactivity disorder is difficult to dissociate from normal development with physical activity characteristic of a certain age, from the characteristics of the temperament of individual children. Usually this condition is observed more often in boys.

Among characteristic features hyperactivity with attention deficit hyperactivity disorder can be excessive activity, impaired attention, impulsiveness in social behavior, problems in relationships with others, behavioral disorders, learning difficulties, low academic success, low self-esteem, etc.

If a child is not provided with psychological and pedagogical assistance in a timely manner, in adolescence this condition can develop into antisocial behavior.

A teacher who has noticed the features of attention deficit hyperactivity disorder should involve specialists in the team: a psychologist, a neuropathologist, a therapist, and parents. In some cases, medication may be needed. In daily work and communication with the student, all team members must adhere to the developed joint strategy of behavior. Family psychological trainings will be useful, which will reduce the level of stress in the family, reduce the likelihood of conflicts in social interaction with the child, and develop parents' skills of positive communication with him.

It is advisable to put the child at the first desk, he will be less distracted.

The lesson schedule should take into account the limited ability of the student to focus on the perception of the material.

Activities in the lesson should be structured for the student in the form of a map of clearly formulated actions, an algorithm for completing the task.

Instructions should be short and clear, repeated several times.

It is difficult for the student to concentrate, because he needs to be pushed several times to complete, to control this process until it is completed, to adapt tasks so that the student has time to work at the pace of the whole class.

Demand completion of the task and check it.

Find different opportunities for the student to speak in front of the class (for example, how he did the task, what he did while on duty, how he cooked creative work and etc.).

Educational material it is necessary to make it as clear as possible so that it retains attention and is as informative as possible.

Praise the child, use feedback, emotionally react to small achievements, increase his self-esteem, status in the team.

It is necessary to constantly interest the student, point out shortcomings less often, find correct ways to point out mistakes.

It is necessary to develop positive motivation in learning.

Rely on the strengths of the student, celebrate his special successes, especially in activities in which he shows interest.

In case of inadequate manifestations or actions of the student, adhere to the tactics of behavior chosen by the team of specialists.

Communicate and cooperate with the student's parents as closely and often as possible.

7. Children with early childhood autism (non-contact children)

The limited partnership of a child can be the result of various reasons: fear, fearfulness, emotional disturbances(depression), minor needs for communication.

Characteristic features of little contact children:

1) inability to organize a joint game and establish friendly relations with peers;

2) lack of sensitivity to people, indifference to manifestations of love, physical contact;

3) negative reactions to greetings;

4) lack of face-to-face contact and mimic response;

5) increased level of anxiety from contact with other people;

A number of features of children with early childhood autism syndrome:

Fixed or "blind" gaze;

Dislikes physical contact, avoids hugs;

Inadequate reaction to the new;

Lack of contact with peers (does not communicate, attempts to run away);

Likes sound toys and those that move;

Aggression towards animals, children, auto-aggression;

Delayed chewing skills, self-service;

Refusal to communicate, echolalia, talking about yourself in the third person;

Helping the child: classes with a psychologist, providing attention and love, a sense of security, attracting to touching, facial reactions, independence, music, poetry, folding puzzles.

Correctional work in autism.

Correctional work with autists is roughly divided into two stages.

First stage : "Establishment of emotional contact, overcoming negativism in communication with adults, neutralization of fears."

Adults should remember the 5 "nos":

Do not speak loudly;

Do not make sudden movements;

Do not look directly into the child's gala;

Do not address the child directly;

Do not be overly active and intrusive.

To establish contact, it is necessary to find an approach that meets the capabilities of the child, to cause him to interact with an adult. Contacts and communication are based on the support of elementary, age-inappropriate, effective manifestations and stereotypical actions of the child through the game. For organization initial stages communication, an adult should calmly and with concentration do something, for example, draw something, put together a mosaic, etc. Requirements at the beginning should be minimal. Success can be considered that the child does not depart from the adult, passively follows the actions of the adult. If the child does not complete the task, his attention should be switched to lighter ones, you should not press, bring the child to a negative reaction. After completing the task, you need to rejoice at success together. To cheer up, games with emotional manifestations are organized: music, light, water, soap bubbles. The emotional discomfort of the child is reduced by constantly monitoring. One of the indicators of such a state is motor skills, voice power, strengthening of stereotyped movements.

Fears are alleviated by special games that emphasize the safety of the situation.

It is necessary to choose the right games, books, poems, discarding those that can emotionally traumatize the child.

Second phase: "Overcoming the difficulties of purposeful activity of the child."

Teaching special norms of behavior, development of abilities.

Purposeful activity is very important for children with autism. They quickly get tired, distracted, even from interesting activities. This is prevented by frequent changes in activities and taking into account the wishes and readiness of the child to interact with the teacher. The content side of classes with a child is an activity that he loves, which maintains a state of acceptable sensory sensations, i.e. the best interests of the child must be taken into account.

At the beginning of work with a child, his stereotypes are actively played out.

During training, an adult is behind the child, imperceptibly helps, creates a sense of independence in performing actions.

It is necessary to dose the praise so as not to develop dependence on the hint. An inadequate reaction in a child indicates overwork or misunderstanding of the task.

A child with autism has a specific need to maintain consistency in the environment, to follow routine. It is necessary to use the mode, schedule, pictures, drawings, alternate work and rest.

Specific techniques should be used for social adaptation. An adult should not only interest the child, but understand inner world, stand on the position of understanding reality.

First of all, the emotional sphere is corrected. Emotional processes are normally that sphere of mental existence that charges and regulates all other functions: memory, attention, thinking, etc. Unfortunately, autistic children with great effort form higher feelings: sympathy, empathy. They do not form the correct emotional response in various situations.

Based on the results of the examination of the child, an individual correction card is drawn up.

Establish positive emotional contact.

Child stereotypes are used.

Teach the child the language of feelings, fix attention on emotional state people and animals.

To teach behavioral ethics on an emotional basis, to analyze the world of emotions. Further development creativity and ideas allows the child to adequately perceive literary tales.

Teachers should not use the traumatized words "you were scared ...", "it did not work out ...". The task of the teacher is to prevent the growth of negativism, to overcome the communication barrier.

One of the areas of work is the social adaptation of children, the formation of self-service skills.

8. Mental infantilism

Psychic infantilism is a form of psychological immaturity of a child, which, with improper upbringing, leads to a delay in age-related socialization and the behavior of the child, as not meeting the age requirements for him.

Contributes to infantilism: hypoxia, infections, intoxication during pregnancy, constitutional-genetic, endocrine-hormonal factors, birth asphyxia, severe infectious diseases in the first months of life. Also egocentric and anxious-vulnerable parenting.

The first variant of mental infantilism - true or simple - is based on a delay in the development of the frontal lobes of the brain, due to the above factors.

As a result, the child delays the formation of the concept of the norm of behavior and communication, the development of the concepts of “impossible” and “necessary”, a sense of distance in relations with adults, a delay in the maturation of the ability to correctly assess situations, provide for the development of actions, threats.

Children with a simple form of mental infantilism in their behavior are assessed as younger than their true age by 1-2 years.

Psychic infantilism is not a general mental retardation. If it is present, children carry out phrasal speech in the usual period and even earlier, ask questions in full accordance with age norms, learn reading and counting in a timely manner, and are mentally active. They often express original thoughts and perceive nature freshly. Parents and educators are embarrassed by their spontaneity, inconsistency of behavior with age and inability to adapt to reality. It’s not that they are not able to think about their actions, they most likely just don’t think about them. The liveliness of an infantile child is not disinhibition, but emotionality that overflows, their carelessness is not the result of mental retardation, but the naivety of a child who does not imagine that he can be offended. They are kind and do not wish evil. Their manner of freely addressing adults is not a kind of rudeness or impudence, but a kind of puppyish joy of life and that reckless liveliness when there is no idea of what is possible and what is not. Mentally infantile children naively offer an adult to run or play with them, not realizing that adults are not up to it. In everything they go from themselves, their perception of life. Therefore, they show gaiety, if they cry, then not for long and do not remember evil. Adults often admire the spontaneity of the child until the reality of school adaptation pushes parents to consult a psychiatrist.

Peers approach such children as equals, but communication does not work, because. they obviously look younger in communication. Children are not very independent. they can’t do anything, because what requires effort, others have done for them. Having felt the realities of life, such a child is at first surprised, and then greatly embarrassed - even to the point of manifestations of hysterical neurosis.

Improper upbringing complicates the infantilism of the volitional factor in children. The volitional component is embedded in temperament, but this side, like the others, has not been developed.

The second variant of mental infantilism is general psychophysical immaturity of the infantile type.

The reasons are the same as in the first option. However, in the second variant, immaturity also concerns physical development. These children are miniature, weak, fragile. Children develop in a timely manner in motor, psychoverbal development, they timely learn all the skills and abilities, drawing, counting, reading. Children often have musical inclinations, but their higher orientational functions are delayed in maturation. Time is running, and the child is not ready to communicate with peers and is extremely dependent. The condition of the child causes anxiety in parents, he often gets sick, in contrast to the children of the first variant of mental infantilism.

Anxious upbringing "protects" the child and reinforces infantilism in him. Proper upbringing can save a child from infantilism. At the age of 6-8, the dosing of higher mental functions takes place and the qualities of masculinity are added. After the completion of puberty, the child differs from the same-year-olds in small stature and diminutiveness with physical strength and normal health. A child who is mentally infantile according to the second type is not urged on in development. The child will follow peers with a delay of approximately 1 year. And then gradually leveled off with peers. All that is needed is patience, love and wisdom of parents.

The third variant of mental infantilism.

A child is born mentally and physically healthy, but by protecting him from reality, parents delay his socialization by the self-centered or anxious nature of education. Often such cases occur in those parents who dreamed of a child, were waiting for him. They admire and amuse themselves with him, detaining him at the age of 2-3 years.

This type of infantilism is entirely due to improper upbringing, when a healthy child was made immature and the development of the frontal functions of the brain was artificially delayed. Infantilism in this case is cultivated by hyper-custody, from peers and life is fenced off.

A child with congenital mental infantilism or acquired in the first months of life is treated by a psychoneurologist. Treatment should contribute to the maturation of higher neuropsychic functions. According to the indications of the child, the endocrinologist also advises.

The main thing in overcoming mental infantilism is proper education. Efforts are directed primarily to the socialization of the child.

Educators, parents exercise the influence of a non-child by the methods of play, working out the necessary for successful adaptation in kindergarten.

If an infantile child under 7 years old is not ready for school, then it is better to detain him for another 1 year and send him to a school with a formed position of a student.

9. Children with Down syndrome

Features of the development of children with Down syndrome.

Currently, there is no doubt that children with Down syndrome go through the same stages as ordinary children. The general principles of education are developed on the basis of modern ideas about the development of children, taking into account the specific characteristics inherent in children with Down syndrome. These include:

1. Slow formation of concepts and development of skills:

Decrease in the rate of perception and slow response formation;

The need for a large number of repetitions to master the material;

Low level of generalization of the material;

The loss of those skills that are not in demand enough.

2. Low ability to operate with several concepts at the same time, what are the reasons for:

Difficulties encountered by the child when he needs to combine new information with already studied material;

Difficulty transferring learned skills from one situation to another. Replacing adaptive, flexible behavior with patterns, i.e. the same type, memorized repeatedly repeated actions;

Difficulties in performing tasks that require operating with several features of an object, or performing a chain of actions.

3. The uneven development of the child in various areas (motor, speech, socio-emotional) and the close relationship of cognitive development with the development of other areas.

4. A feature of subject-practical thinking is the need to use several analyzers simultaneously to create a holistic image (vision, hearing, tactile sensitivity, proprioception). The best results are obtained by visual-corporeal analysis, i.e. the best explanation for the child is the action that he performs, imitating an adult or with him.

5. Violation of sensory perception, which is associated with reduced sensitivity and frequent visual and hearing impairments.

6. Children with Down Syndrome have different starting levels, and the pace of their development can also vary significantly.

10. Children with minimal brain dysfunction (MMD)

According to Russian scientists, 35-40% of children have deviations in the functioning of the central nervous system (these are mostly deviations in the functioning of the brain that are acquired in utero). Refer to functional disorders that disappear as the brain matures. Often associated with mental retardation, psychopathy, at the beginning of schooling.

Functional deviations in the work of the central nervous system in physicians are not considered a severe defect; in 1-2 years, they are removed from the dispensary if the parents do not show excitement. From primary schooling, this process has been like an avalanche. Often children in severe cases are referred to a psychiatrist, psychologist or defectologist. Correction of chronic cases is very difficult.

Characteristics:

neuroses;

stuttering;

Deviant behavior;

antisocial manifestations.

Distinguishes from normal children with MMD:

Rapid fatigue, reduced mental performance;

Opportunities for arbitrary regulation of behavior (make a plan, stick to a promise) are sharply reduced;

The dependence of mental activity on social activity (one - motor disinhibition, in a crowded environment - disorganization of activity);

Reducing the amount of RAM;

Visual-motor coordination is not formed (errors when writing when writing off, strikethrough);

Change of working and relaxation rhythms in the work of the brain (a state of overwork, working rhythms 5-10 minutes, relaxation - 3-5 minutes, the child does not perceive information; (there are literate and illiterate texts, take a pen and not remember; say rudeness and not remember) Similar to erased epileptic seizures, but the difference is that the child continues his activities.

Characteristic disadvantages: attention, RAM, increased fatigue.

Recommendations: after the second lesson, spend an hour of relaxation: walks, breakfast, then work capacity resumes. Group forms of work that do not require silence and discipline, psychotherapy and game teaching methods.

hyperdynamic syndrome.

At the heart of hyperdynamic and hypodynamic syndromes are microorganic disorders of the brain that occur as a result of intrauterine oxygen starvation, microbirth injuries lead to minimal cerebral dysfunction (MMD). There are no gross organic disorders, but there are many micro-disturbances of the cortex and subcortical structures of the brain.

Main features:

Instability of attention;

Motor disinhibition, which manifests itself in the first months of a child's life, when it is difficult to hold the baby in his arms. The hyperdynamic child moves like mercury. The hands of such a child are in constant work: something is wrinkled, twirled, cut off, chipped off.

The peak manifestation of the hyperdynamic syndrome is 6-7 years and, under favorable conditions of education, decreases by the age of 14-15. Under the wrong conditions of upbringing, it manifests itself in the fate of an adult.

Often hyperdynamic children become leaders in groups of difficult teenagers, they ignore learning.

hypodynamic syndrome.

With MMD, it is observed in every fourth child. During a microbirth injury, the subcortical structures of the brain are disturbed, the child is frozen, inactive and lethargic.

The muscles of the body are weakened, poor coordination contributes to the accumulation of excess weight, which leads to the isolation of the child in the team. Such children resemble the mentally retarded and only the mother knows that the child is intelligent.

Poor school performance embarrasses a child because it embarrasses his mother. Often children tend to sit on the last desk, to be invisible, avoid physical education lessons, peers give them nicknames. The child is lethargic not only physically, but also emotionally and mentally.

Help: to be interested in something, to treat kindly; develop physical activity, diet.

Often there is diartria, dysgraphia - poor handwriting, omissions of vowels, mirror writing. The help of a neuropathologist and a psychiatrist is necessary. It is recommended to study in sanatorium schools and facilitated the training regimen.

4. Connection of special pedagogy with other sciences.

5. Scientific foundations of special pedagogy: philosophical and sociocultural.

6. Scientific foundations of special pedagogy: economic and legal.

7. Scientific foundations of special pedagogy: clinical and psychological.

8. The history of the development of special education and special pedagogy as a system of scientific knowledge.

9. Outstanding scientists-defectologists - scientific activity and contribution to the development of defectological science.

10. The personality of a special education teacher.

11. Fundamentals of didactics of special pedagogy.

12. The concept of special educational needs.

13. Content of special education.

14. Principles of special education.

8. The principle of the need for special pedagogical guidance.

15. Technologies of special education.

16. Methods of special education.

17. Forms of organization of training.

18. Forms of organization of correctional and pedagogical assistance.

19. Means of ensuring the correctional and educational process.

20. Modern system of special educational services.

21. Psychological-medical-pedagogical commission as a diagnostic and advisory body: regulatory framework, goals, objectives, composition.

22. Medical and social prevention of developmental disorders.

23. Early comprehensive assistance to children with disabilities.

24. Medical and pedagogical patronage of children with disabilities.

25. Preschool education of a child with disabilities.

26. School system of special education.

27. Vocational orientation of persons with limited ability to work.

28. The system of vocational education for persons with limited ability to work.

29. The system of primary, secondary and higher vocational education for persons with developmental disabilities.

30. Additional education for persons with developmental disabilities.

31. Social and labor rehabilitation of persons with limited ability to work.

32. Socio-pedagogical assistance in socio-cultural adaptation to persons with disabilities in life and health.

33. Pedagogical systems of special education for persons with various developmental disabilities.

34. Modern priorities in the development of the system of special education.

35. Humanization of society and the education system as a condition for the development of special pedagogy.

36. Integrated and inclusive education.

12. The concept of special educational needs.

Special Educational Needs - these are the needs in the conditions necessary for the optimal implementation of the cognitive, energy and emotional-volitional capabilities of a child with disabilities in the learning process.

There are several components of special educational needs:

1) Cognitive components - possession of mental operations, the ability to capture and store the perceived information, the volume of the dictionary, knowledge and ideas about the world around;

2) Energy: mental activity and performance;

3) Emotional-volitional - the orientation of the child's activity, cognitive motivation, the ability to concentrate and hold attention.

It must be remembered that special educational needs - are not uniform and permanent, - manifest themselves to varying degrees with each type of violation, - varying degrees of its severity;

And in many ways, special educational needs determine the possible conditions for learning: in conditions of inclusive education, in groups of compensatory or combined orientation, in classes for children with disabilities; remotely, etc.

Note that "children with special educational needs" is not only a name for those who suffer from mental and physical disabilities, but also for those who do not have them. For example, when the need for special education arises under the influence of any socio-cultural factors.

PLO, common to different categories of children.

Specialists distinguish PEP, which are common to children, despite the difference in their problems. These include needs such as:

1) The education of children with special educational needs should begin as soon as disturbances in normal development have been identified. This will allow you not to waste time and achieve maximum results.

2) The use of specific means for the implementation of training.

3) B curriculum special sections that are not present in the standard school curriculum should be introduced.

4) Differentiation and individualization of education.

5) Opportunity to maximize the process of education outside the institution. Extension of the learning process after graduation. Enabling young people to go to university.

6) Participation of qualified specialists (doctors, psychologists, etc.) in the education of a child with problems, involvement of parents in the educational process.

Working with children with special educational needs is aimed at using specific methods to eliminate these common shortcomings. To do this, some changes are made to the standard general education subjects of the school curriculum. For example, the introduction of propaedeutic courses, that is, introductory, concise, facilitating the understanding of the child. This method helps to restore the missing segments of knowledge about the environment. Additional items can be introduced to help improve general and fine motor skills: physiotherapy exercises, creative circles, modeling. In addition, all kinds of trainings can be conducted to help children with SEN become aware of themselves as full-fledged members of society, increase self-esteem and gain confidence in themselves and their abilities.

Specific deficiencies characteristic of the development of children with SEN

Work with children with special educational needs, in addition to solving common problems, should also include solving issues that arise due to their specific disabilities. This is an important aspect of educational work. Specific deficiencies include those due to damage to the nervous system. For example, problems with hearing and vision.

The methodology for teaching children with special educational needs takes these shortcomings into account when developing programs and plans. In the curriculum, specialists include specific subjects that are not included in the regular school system. So, children with vision problems are additionally taught orientation in space, and in the presence of hearing impairment they help to develop residual hearing. The program for their education also includes lessons on the formation of oral speech.

The need for individual education of a child with SEN

For children with SEN, two forms of organization of education can be used: collective and individual. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions are created for such children. When communicating with peers, a child with developmental problems begins to develop actively and in some cases achieves greater results than some absolutely healthy children. At the same time, an individual form of education is necessary for a child in the following situations:

1) It is characterized by the presence of multiple developmental disorders. For example, in the case of a severe form of mental retardation or when teaching children with simultaneous hearing and visual impairments.

2) When a child has specific developmental abnormalities.

3) Age features. Individual training at an early age gives a good result.

4) When teaching a child at home.

However, in fact, individual education for children with SEN is highly undesirable, as this leads to the formation of a closed and insecure personality. In the future, this entails problems in communicating with peers and other people. With collective learning, communication skills are revealed in most children. The result is the formation of full-fledged members of society.

Special educational needs is a term that has recently appeared in modern society. Abroad, he entered into mass use earlier. The emergence and spread of the concept of special educational needs (SEN) suggests that society is gradually growing up and is trying in every possible way to help children whose life opportunities are limited, as well as those who, by the will of circumstances, find themselves in a difficult life situation. Society begins to help such children adapt to life.

A child with special educational needs is no longer the one who has anomalies and developmental disorders. Society is moving away from dividing children into “normal” and “abnormal”, since there are very ghostly boundaries between these concepts. Even with the most ordinary abilities, a child may experience a developmental delay if he is not given due attention from parents and society.

The essence of the concept of children with SEN

Special educational needs is a concept that should gradually replace such terms as “abnormal development”, “developmental disorders”, “developmental deviations” from mass use. It does not determine the normality of the child, but focuses on the fact that he is not very different from the rest of society, but has the need to create special conditions for his education. This will make his life more comfortable and as close as possible to that which ordinary people lead. In particular, the education of such children should be carried out with the help of specific means.

Term borrowing

Special educational needs is a concept that was first used in a London report in 1978, which also focused on the difficulties of educating children with disabilities. Gradually, it began to be used more and more. Currently, this term has become part of the educational system in European countries. It is also widely distributed in the US and Canada.

In Russia, the concept appeared later, but it cannot be argued that its meaning is just a copy of the Western term.

Groups of children with SEN

The contingent of children with SEN, modern science divides into three groups:

with characteristic handicapped for health;
faced with learning difficulties;
living in adverse conditions.

That is, in modern defectology, the term has the following meaning: special educational needs are the conditions for the development of a child who needs detours in order to achieve those tasks of cultural development that, under normal conditions, are performed in standard ways that are rooted in modern culture.

Categories of children with special mental and physical development

Each child with SOP has its own characteristics. On this basis, children can be divided into the following groups:

which are characterized by hearing impairment (complete or partial lack of hearing);
with problematic vision (complete or partial lack of vision);
with intellectual anomalies (those who have;
who have a speech impediment;
having problems with the musculoskeletal system;
with a complex structure of disorders (deaf-blind, etc.);
autistics;
children with emotional and volitional disorders.

PLO common to different categories of children

Specialists distinguish PEP, which are common to children, despite the difference in their problems. These include needs such as:

The education of children with special educational needs should begin as soon as disturbances in normal development have been identified. This will allow you not to waste time and achieve maximum results.
The use of specific means for the implementation of training.
Special sections that are not present in the standard school curriculum should be introduced into the curriculum.
Differentiation and individualization of education.
Opportunity to maximize the educational process outside the institution.
Extension of the learning process after graduation. Enabling young people to go to university.
Participation of qualified specialists (doctors, psychologists, etc.) in the education of a child with problems, involvement of parents in the educational process.

General shortcomings that are observed in the development of children with SEN

Students with special educational needs have common characteristic shortcomings. These include:

Lack of knowledge about environment, narrow vision.
Problems with gross and fine motor skills.
Retardation in the development of speech.
Difficulty in arbitrarily adjusting behavior.
Lack of communication skills.
Problems with
Pessimism.
Inability to behave in society and control their own behavior.
Low or too high self-esteem.
Uncertainty in their abilities.
Complete or partial dependence on others.

Actions aimed at overcoming common shortcomings of children with SEN

Specific deficiencies characteristic of the development of children with SEN

Tasks of teaching children with SEN

The organization of the educational system in such a way as to maximize the desire of children to explore the world, to form their practical knowledge and skills, to broaden their horizons.
children with special educational needs in order to identify and develop the abilities and inclinations of students.
Stimulation to independent actions and making their own decisions.
Formation and activation of students' cognitive activity.
Laying the foundations of the scientific worldview.
Ensuring the comprehensive development of a self-sufficient personality that could adapt to the existing society.

Learning Functions

Individual education of children with special educational needs is designed to perform the following functions:

Developing. This function assumes that the learning process is aimed at developing a full-fledged personality, which is facilitated by the acquisition of relevant knowledge, skills and abilities by children.
Educational. An equally important function. The education of children with special educational needs contributes to the formation of their basic knowledge, which will be the basis of the information fund. There is also an objective need to develop practical skills in them that will help them in the future and greatly simplify their lives.
Educational. The function is aimed at the formation of a comprehensive and harmonious development of the individual. For this purpose, students are taught literature, art, history, physical culture.
Correctional. This function involves the impact on children through special methods and techniques that stimulate cognitive abilities.

The structure of the correctional pedagogical process

The development of children with special educational needs includes the following components:

Diagnostic and monitoring. The work on diagnostics is one of the most important in teaching children with SEN. She plays a leading role in the correctional process. It is an indicator of the effectiveness of all activities for the development of children with SEN. It involves researching the characteristics and needs of each student who needs help. Based on this, a program is developed, group or individual. Also great importance has a study of the dynamics with which a child develops in the process of studying in a special school according to a special program, an assessment of the effectiveness of the educational plan.
Physical culture and health. Since the majority of children with SEN have physical disabilities, this component of the development process of students is extremely important. It includes physiotherapy exercises for children, which helps them learn to control their body in space, work out the clarity of movements, and bring some actions to automatism.

Educational. This component contributes to the formation of comprehensively developed personalities. As a result, children with SEN, who until recently could not normally exist in the world, become harmoniously developed. In addition, in the learning process, much attention is paid to the process of educating full-fledged members modern society.
Correction-developing. This component is aimed at the development of a full-fledged personality. It is based on the organized activities of children with SEN, aimed at obtaining the knowledge necessary for a full life, assimilation of historical experience. That is, the learning process should be based in such a way as to maximize the desire for knowledge of students. This will help them catch up with their peers who do not have developmental disabilities.
Socio-pedagogical. It is this component that completes the formation of a full-fledged personality, ready for independent existence in modern society.

The need for individual education of a child with SEN

For children with OOP, two collective and individual can be used. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions are created for such children. When communicating with peers, a child with developmental problems begins to develop actively and in some cases achieves greater results than some absolutely healthy children. At the same time, an individual form of education is necessary for a child in the following situations:

It is characterized by the presence of multiple developmental disorders. For example, in the case of a severe form of mental retardation or when teaching children with simultaneous hearing and visual impairments.
When a child has specific developmental abnormalities.
Age features. Individual training at an early age gives a good result.
When teaching a child at home.

However, in fact, it is extremely undesirable for children with POP, as this leads to the formation of a closed and insecure personality. In the future, this entails problems in communicating with peers and other people. With collective learning, communication skills are revealed in most children. The result is the formation of full-fledged members of society.

Thus, the appearance of the term "special educational needs" speaks of the maturation of our society. Since this concept translates a child with disabilities and developmental anomalies into the category of normal, full-fledged personalities. Teaching children with SEN is aimed at expanding their horizons and forming their own opinions, teaching the skills and abilities that they need to lead a normal and fulfilling life in modern society.

In fact, special educational needs are called needs that differ from those offered to all children in mainstream schools. The wider the possibilities of their satisfaction, the higher the chance of the child to receive the maximum level of development and the support he needs at a difficult stage of growing up.

The quality of the education system for children with SEN is determined by an individual approach to each student, since each "special" child is characterized by the presence of his own problem, which prevents him from leading a full life. And often this problem can be solved, albeit not completely.

The main goal of teaching children with SEN is to introduce previously isolated individuals into society, as well as to achieve the maximum level of education and development for each child who is included in this category, to activate his desire to learn about the world around him. It is extremely important to form and develop from them full-fledged personalities who will become an integral part of the new society.

Children with special educational needs are children who need special psychological and pedagogical assistance and the organization of special conditions for their upbringing and education. Correctional Pedagogy designed to ensure the socialization of the child, i.e. contribute to the achievement of the ultimate goal of teaching and educating a child with deviant development - overcoming his social insufficiency, introducing him to society as much as possible, forming his ability to live independently.

Among the many scientific theories that one way or another influenced the formation and development of the domestic special education, a special place is occupied by the provisions formulated by L.S. Vygotsky, who is rightfully considered the founder of modern defectological science. He formulated a number of theories that were further developed in the works of his followers A.N. Leontiev, V.V. Lebedinsky, T.A. Vlasova and others, which made it possible to create the concept of a modern system of education and upbringing of children with various developmental disabilities.

It is possible to single out general aspects of the special educational needs of different categories of children with psychophysical development disorders.

1. The time of the beginning of education - the need for the coincidence of the beginning of special purposeful education with the moment of determining the violation in the development of the child. (So, if a child’s hearing or vision impairment is detected at the end of the first month of his life, then special education should immediately begin. An extremely dangerous situation is when, after identifying a primary developmental disorder, all the efforts of adults are directed solely to trying to treat the child, to rehabilitation by means of medicine .)

2. The content of education - the need to introduce special sections of education that are not present in the content of education of a normally developing child. (For example, classes on the development of auditory-visual and visual perception of speech in deaf, hearing-impaired and late-deaf children, sections on social and everyday orientation for blind, deaf-blind and mentally retarded children, sections on the formation of mechanisms for conscious regulation of one's own behavior and interaction with other people and etc.).

2. Creation of special methods and teaching aids - the need to build "workarounds", use specific teaching aids, in more differentiated, "step by step" training than is usually required by teaching a normally developing child. (For example, the use of dactylology and sign language in teaching the deaf, the use of embossed Braille in teaching the blind, much earlier than normal, teaching deaf children to read and write, etc .;

3. In a special organization of learning - the need for high-quality individualization of learning, in a special spatial and temporal and semantic organization of the educational environment (For example, children with autism need a special structuring of the educational space that makes it easier for them to understand the meaning of what is happening, giving them the opportunity to predict the course of events and plan your behavior.

4. In determining the boundaries of the educational space - the need to maximize the expansion of the educational space beyond the educational institution.

5. In the duration of education - the need for the prolongation of the learning process and going beyond school age.

6. In determining the circle of persons involved in education and their interaction - the need for the coordinated participation of qualified specialists of various profiles (special psychologists and educators, social workers, doctors of various specialties, neuro- and psychophysiologists, etc.), in the inclusion of the parents of a problem child in the process of his rehabilitation by means of education and their special training by specialists.

Thus, knowledge and consideration of the principles of education, based on the most important methodological approaches to the development of the psyche in health and disease, will allow the correctional teacher to determine the main directions of the correctional impact and predict the result of their socialization and adaptation.

The main provisions of the historical-genetic and socio-cultural approach of N.N. Malofeev, explaining the formation, design and development of the system of special education. Factors influencing the development of national systems of special education in all historical periods.

Malofeev's approach makes it possible to get away from the traditional comparison of foreign and domestic systems of special education on a chronological basis, to compare systems at a content level, to identify the historical, genetic and socio-cultural foundations of modern innovation processes.

The analysis of literary sources made it possible to identify in chronology historical events"critical points" - turning points in relation to people with developmental disabilities in Western European states and build a meaningful periodization of this process from the 19th century to the present day.

1. From aggression and intolerance to the realization of the need for help. The conditional boundary of the period in Western Europe is the first precedent of state care for the disabled - the opening in Bavaria of the first shelter for the blind in 1198. In Russia, the precedents for the emergence of the first monastic shelters fall on 1706-1715. and associated with the reforms of Peter.

2. From the awareness of the need to care for persons with developmental disabilities to the realization of the possibility of training at least some of them. The conditional boundary of the period in Western Europe can be considered the rethinking in France of the civil rights of persons with sensory impairments and the first precedents for the opening of special schools in Paris: for the deaf and dumb (1770) and for the blind (1784). In Russia, the precedents for opening the first special schools (in St. Petersburg: for the deaf - 1806 and for the blind - 1807) are associated with the acquaintance of Emperor Alexander I with Western experience and the invitation of the French typhlopedagogue Valentin Gayuy to work in Russia.

3. From awareness of the possibility to awareness of the expediency of teaching three categories of children: those with hearing, visual, and mentally retarded. The conditional boundary of the period in Western Europe can be considered the last quarter of the 19th century - the time of the adoption in Western European countries of the Laws on compulsory universal primary education and, on their basis, the Laws on the education of deaf, blind and mentally retarded children. This is the time to create a parallel educational system - a system of special education for three categories of children. In Russia, the formation of a parallel educational system with the same three types of special schools falls on the Soviet period - 1927-1935. and associated with the Law on General Education.

4. From awareness of the need to educate certain categories of abnormal children to a differentiated system of special education. It occurs in Western Europe for the period from the beginning of the 20th century. until the end of the 70s. and is characterized there by the development of the legislative base for special education, the structural improvement of national systems (in some Western European countries, up to 20 types of special schools were created). By the end of the 70s. special education in Western Europe covers from 5 to 15% of school-age children. In Russia, the development and differentiation of the system, its structural improvement, the transition from 3 to 8 types of special schools and 15 types of special education is carried out in the 50s - 90s. However, no more than 3% of school-age children were covered by special education on the territory of the USSR, and special educational institutions and defectological personnel were extremely unevenly distributed throughout the country.

For Western Europe in the 70s. can be considered a conditional lower boundary of the fourth period of evolution. In a situation of rapid economic growth, the development of democracy and liberal democratic sentiments, the old paradigm of "full majority" - "inferior minority" is being replaced by a new one - "a single community that includes people with various problems." With this understanding, the isolation of minorities becomes unacceptable, which is fixed by legislation, these are the UN Declaration "On the Rights of Mentally Retarded Persons" (1971), "On the Rights of the Disabled" (1975). In this context, special schools, boarding schools are recognized as segregation institutions, and the system of special education isolated from the masses is recognized as discriminatory. Declaring itself a democratic state, the Russian Federation in 1991 ratified the UN Conventions "On the Rights of the Child", "On the Rights of Persons with Disabilities", and "On the Rights of Mentally Retarded Persons".

5. From isolation to integration. The integration of disabled people into society is the leading trend in this period of evolution in Western Europe, based on their full civil equality, a new philosophy of society, and respect for the differences between people. The development of social integration of disabled people brings to life the ideas of integration in education. The period is characterized in Western European countries by restructuring in the 80s - 90s. organizational foundations of special education, a reduction in the number of special schools and a sharp increase in the number of special classes in general education schools, and a restructuring of the relationship between mass and special education.

In the evolution of the attitude of society and the state towards persons with developmental disabilities on the scale of historical time, Russia lags far behind the countries of Western Europe. At present, it is possible to conditionally determine the place of Russia on this evolutionary scale at the transition from the fourth to the fifth period. This is due to the fact that the formation and design of the national system of assistance to children with developmental disabilities was interrupted by two revolutions that led to a radical restructuring of the state and society.

The development of national systems of special education in all historical periods is associated with:

socio-economic structure of the country,

value orientations states and societies

state policy towards children with developmental disabilities,

legislation in the field of education in general,

the level of development of defectological science as an integrative field of knowledge at the intersection of medicine, psychology and pedagogy,

world historical and pedagogical process.

“... The process of development of a handicapped child,” wrote L.S. Vygotsky in 1929, “is socially determined in two ways: the social realization of a defect (feeling of low value) is one side” of the social conditionality of development, the social orientation of compensation (italics ours - Ya. Ya.) to adapt to those environmental conditions that have been created and developed based on the normal human type, constitutes its second side. The profound originality of the path and method of development with the commonality of final goals and forms in a defective and normal child - this is the most * "schematic form of the social conditioning of this process * sa". Like all other people, a person with disabilities in his development is aimed at mastering social experience, socialization, inclusion in society. However, the path that he must go through for this is significantly different from the generally accepted in pedagogy: physical and mental disabilities change, burden the development process, and each violation in its own way changes the development of a growing person.

Therefore, the most important tasks are to prevent the occurrence of secondary deviations in development, their correction, compensation by means of education. This means the fullest satisfaction of the needs that have arisen in connection with the violation and, consequently, with the restriction of specific educational requirements. For example, in order to prevent the negative consequences of development in a child who has lost hearing, it is necessary to satisfy: training in the perception of speech addressed to him talking person by reading his lips; correctional and pedagogical support and prevention of the decay of the child's speech; teaching orientation and behavior in silent space and much more.

It should be remembered that the limitation of opportunities is not a purely quantitative factor (i.e., a person simply hears or sees worse, is limited in movement, etc.). This is an integral, systemic change in the personality as a whole, this is a “different” child, a “different” person, not like everyone else, who needs completely different educational conditions than usual in order to overcome the limitation and solve the problem. educational task, which stands before any person. To do this, he needs not only to master educational (general education) programs in a special way, but also to form and develop skills of his own life competence (social adaptation): skills of orientation in space and time, self-service and social orientation, various forms of communication, skills conscious regulation of one's own behavior in society, physical and social mobility; to fill the lack of knowledge about the world around, associated with limited opportunities; to develop the need-motivational, "socional-volitional" spheres; form and develop the ability to live as independently as possible in society, including through professional self-determination, social and labor adaptation, an active and optimistic life position. Education and upbringing are organically interrelated and complementary in a special educational process that takes place in special educational conditions which include: the availability of modern special educational programs (general education and correctional development);

taking into account the developmental features of each child, an individual pedagogical approach, manifested in a special organization of the correctional and pedagogical process, the use of special methods and means (including technical ones) of education, compensation and correction;

adequate living environment;

conducting a correctional and pedagogical process by special teachers (typhlopedagogues, deaf teachers, oligophrepopedagogues, speech therapists) and psychological support educational process special psychologists;

provision of medical, psychological and social services.

Depending on the degree of limitation of opportunities and, first of all, on the preservation of intellectual capabilities, g | also on the quality and timeliness of the creation of special images | educational conditions, persons with special educational needs can master different levels of education. Thus, parts of the deaf, hard of hearing, late-deaf, blind, weak-seeing, persons with impaired functions of the musculoskeletal art* parath, persons with disorders of the emotional-volitional sphere and behavior, persons with severe speech disorders are capable of not only | mastering general secondary education, but also to obtaining secondary and higher vocational education. J

Persons with intellectual disabilities are capable of elementary general education and mastering professions that are not associated with intensive intellectual activity OR SO LAYER?; communicative processes that allow them to lead an independent working lifestyle and successfully adapt in society. 1

Severely mentally retarded persons, learning from individual educational programs, master to a greater extent the content of special education, its upbringing | The learning component depends not only on the characteristics of oil tendencies in development, but also on the age period in which a growing person with disabilities is.

The special education of a person with disabilities is a deeply individual and specific process. eating, the quality and end results of which are determined by the nature of the deviation (or deviations) in development, safety!* of analyzers, functions and systems of the body; the time of occurrence and the severity of the violation; sociocultural and ethnic cultures! ny conditions of life of the child and his family; the desire and ability of the family to participate in the special education process; opportunities and readiness of the environment with! cyuma, the education system to fulfill all the requirements t create all conditions for special education; the level of professional competence of teachers and psychologists working with the child and his family.

Any citizen of the Russian Federation has a guaranteed right and equal opportunities for education (art.

43 of the Constitution of the Russian Federation), including special education. The conditions for their implementation are determined by the educational standard.

There are educational standards that are determined taking into account the physical and mental characteristics and developmental limitations of students, which are called the state standard for the general education of children with disabilities, or special educational standard. As a state norm of education, the standard presents a system of basic parameters. It reflects, on the one hand, the ideas of modern society about the required level of education for this category of people, and on the other hand, it takes into account the possibilities of a real person in achieving this level.

The standard of special education in relation to each category of persons with special educational needs reflects the requirements for general education, correctional and developmental work, preventive and health-improving work, as well as for labor and initial vocational training.

When developing the requirements of the standard, developmental deficiencies common to all categories of persons with special educational needs, as well as features characteristic only of a particular category, are taken into account.

Among the developmental deficiencies that are characteristic of all categories of persons with special educational needs are: slow and limited perception; deficiencies in the development of motor skills; deficiencies in speech development; shortcomings in the development of mental activity; insufficient cognitive activity compared to ordinary children;

gaps in knowledge and ideas about the world, interpersonal relationships;

deficiencies in personality development (self-doubt and unjustified dependence on others, low sociability, selfishness, pessimism and low or high self-esteem, inability to control one's own behavior).

To overcome these shortcomings, changes are made to the content of general education subjects, and they are adjusted. For example, propaedeutic sections are introduced to make up for the lack of knowledge and ideas about the world around children with special educational needs. For certain categories of children with special developmental specifics, the original content of general education subjects is provided, for example, for students with intellectual disabilities. To overcome the consequences of primary developmental disorders (in the absence and inferiority of visual or auditory perception, systemic underdevelopment of speech, damage to the speech zones of the cerebral cortex, etc.), specific educational subjects are included in the content of special education, which are not in the content of ordinary school education. Thus, the content of the education of blind children includes classes on teaching orientation in space and the development of mobility; for children with impaired hearing, classes are provided for the development of residual hearing and the formation of oral speech, subject lessons are included; practical activities aimed at the development of verbal? speech in its communicative function in the process of activity, etc.?

The standard of special education also takes into account the severity of the impairment and, accordingly, the limitation of opportunities (for example, the standard of education for the blind, and separately the standard for the visually impaired, the standard for the deaf, and separately! The standard for the hearing impaired), as well as the possibility of combining with another developmental disorder (for example, a combination of visual impairment with intellectual impairment or hearing impairment with visual impairment, etc.).

The standard takes into account not only the individual characteristics of the development of a particular category of persons with special educational needs, but also the specifics of the socio-cultural and ethno-cultural conditions of their residence. Therefore, the standard has two parts: federal, i.e. common for the whole country, and national-regional, developed in relation to the specific conditions and characteristics of the education of persons with disabilities in a particular territory of Russia.

Special education standards are geared towards the growing individual with disabilities throughout; the entire period of its formation and socialization, i.e. from first me-j months of life to adulthood. The problem of standardization of special education in our country is new, and in accordance with the traditions that have developed in Soviet defectology, the most developed to date is that one; the part that refers to the school period of special education, presented above as an example.

Questions and tasks 1.

Explain the meaning of the expression "social compensation for a defect." How do you understand the social rehabilitation of a person with disabilities: opportunities for life and means of education? 2.

What are the typical developmental deviations for all children with special educational needs? 3.

What is a "special education standard"? What are its most important components? 4.

How does the content of education differ in relation to different categories of children with special educational needs?

Literature for independent work 1.

Bgazhnokoea I.M. Education standards and the system of knowledge meters in a school for children with intellectual disabilities // Defectology. - 1996. - No. 3. 2.

Voronkova V. V. On the structure and curriculum of a boarding school (school of the VIII type) for children with mental retardation//Defectology. - 1996. - No. 3. 3.

Vygotsky L. S. Sobr. cit.: In 6 volumes - M., 1983. - V. 5. 4.

State standard for general education of persons with disabilities (in separate areas). - M., 1999. (Project) 5.

The concept of the state standard for general education of people with disabilities. - M., 1997. (Project)