Characteristic features of correctional work. The specifics of corrective work
LEFT WITHOUT PARENTAL CARE, AND PROVIDING ASSISTANCE TO CHILDREN OF THIS CATEGORY IN MASTERING THE BASIC EDUCATIONAL PROGRAM OF PRIMARY GENERAL EDUCATION
The educational process of the initial stage of education is built in accordance with the age, psychological capabilities and characteristics of children, which offers the possible necessary corrective work with students, which should ensure:
identification of special educational needs of orphans and children left without parental care, due to shortcomings in their physical and (or) mental development;
implementation of individually oriented psychological, medical and pedagogical assistance to orphans, taking into account the peculiarities of the psychophysical development and individual capabilities of children (in accordance with the recommendations of the psychological, medical and pedagogical commission);
the possibility of mastering by children and children left without parental care, the main educational program of primary general education.
Purpose of the program
The program of correctional work in accordance with the Standard is aimed at creating a system of comprehensive assistance to orphans and children left without parental care in mastering the basic educational program of primary general education, correcting shortcomings in the physical and (or) mental development of students, their social adaptation. The program of correctional work provides for the creation of special conditions for training and education, allowing to take into account the special educational needs of orphans and children left without parental care, through the individualization and differentiation of the educational process. The program of correctional work may provide for various options for special support for orphans.
The degree of participation of support specialists, as well as organizational forms of work, may vary.
Program objectives
Timely identification of pupils experiencing difficulties in adapting to the institution and the team;
Determining the special educational needs of orphans and children left without parental care, taking into account their physical and mental characteristics;
Determination of the features of the organization of the educational process of boarding school No. 15 in accordance with the individual characteristics of the child, the structure of developmental disorders and the degree of its severity;
Creation of conditions conducive to the development by pupils of the main educational program of primary general education, their psychological rehabilitation and adaptation;
Implementation of individually oriented psychological, medical and pedagogical assistance to pupils, taking into account the peculiarities of mental and (or) physical development, individual capabilities of orphans (in accordance with the recommendations of the psychological, medical and pedagogical commission);
Development and implementation of individual curricula, organization of individual and (or) group classes for pupils with a pronounced impairment in physical and (or) mental development,
Ensuring the possibility of training and educating orphans in the subjects of additional education and receiving additional educational correctional services;
Implementation of a system of measures for the social adaptation of orphans and children left without parental care;
Providing advisory and methodological assistance to orphans and children left without parental care on medical, social, legal and other issues.
- Consistency. The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of developmental features and correction of disorders of orphans and children left without parental care, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving problems child; participation in this process of all participants in the educational process.
- Continuity. The principle guarantees an orphan child and a child left without parental care, the continuity of assistance until the problem is completely solved or an approach to its solution is determined.
- Individuality. The principle involves the creation of individual conditions for the education of orphans and children left without parental care, with various disabilities in physical and (or) mental development.
Areas of work
The program of correctional work at the level of primary general education in the state educational institution "Boarding school No. 15 of a circus profile for orphans and children left without parental care, named after Yu.V. Nikulin" includes interrelated areas. These directions reflect its main content:
- diagnostic work ensures the timely identification of orphans in need of corrective measures, conducting their comprehensive examination and preparing recommendations for providing them with psychological, medical and pedagogical assistance in the conditions of boarding school No. 15;
- correctional and developmental work provides timely specialized assistance in mastering the content of education and correction of shortcomings in the physical and (or) mental development of pupils in the conditions of a general educational institution; contributes to the formation of universal learning activities for students (personal, regulatory, cognitive, communicative);
- advisory work ensures the continuity of special support for orphans and children left without parental care, on the implementation of differentiated psychological and pedagogical conditions for training, education, correction, development and socialization of pupils;
- outreach is aimed at explanatory activities on issues related to the peculiarities of the educational process for this category of children, with all participants in the educational process - pupils (both with and without developmental disabilities) and teachers.
Content Feature
Diagnostic work includes :
Timely identification of pupils in need of specialized assistance;
Early (from the first days of the child's stay in an educational institution) diagnosis of developmental disabilities and analysis of the causes of adaptation difficulties;
Comprehensive collection of information about an orphan child based on diagnostic information from specialists in various fields;
Determining the level of the current and zone of proximal development of the pupil, the characteristics of his health, identifying his reserve capabilities;
Studying the development of the emotional-volitional sphere and personal characteristics of pupils;
Studying the social situation of development and the conditions of family education of an orphan child before entering boarding school No. 15;
The study of adaptive capabilities and the level of socialization of an orphan child and a child left without parental care;
Systemic versatile control of specialists over the level and dynamics of the development of the pupil;
Analysis of the success of correctional and developmental work.
Correctional and developmental work includes :
Selection of optimal for the development of orphans and children left without parental care, correctional programs / methods, methods and teaching methods in accordance with their special educational needs;
Organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;
Systemic impact on the educational and cognitive activity of the child in the dynamics of the educational process, aimed at the formation of universal educational activities and the correction of deviations in development;
Correction and development of higher mental functions;
Development of the emotional-volitional and personal spheres of an orphan child and psycho-correction of his behavior;
Social protection of pupils of boarding school No. 15 in cases of unfavorable living conditions under psychotraumatic circumstances.
Advisory work includes:
Consulting specialists of teachers on the choice of Individually oriented methods and techniques of work with students in need of corrective measures;
Advisory assistance to teachers and educators on the choice of an upbringing strategy and methods of corrective education of an orphan child.
Outreach activities include :
Various forms of educational activities (lectures, conversations, information stands, printed materials) aimed at explaining to the participants in the educational process - educators, teachers, teachers of additional (circus education) - issues related to the peculiarities of the educational process and accompanying orphans and children, left without parental care;
Conducting thematic presentations for teachers and educators to explain the individual typological characteristics of this category of children.
The main tasks to achieve the goals:
1. Improvement of movements and sensorimotor development:
Development of fine motor skills of the hand and fingers;
Development of calligraphy skills;
Development of articulatory motor skills.
2. Correction of certain aspects of mental activity:
Development of visual perception and recognition;
Development of visual memory and attention;
Formation of generalized ideas about the properties of objects (color, shape, size);
Development of spatial representations of orientation;
Development of ideas about time;
Development of auditory attention and memory;
The development of phonetic and phonemic concepts, the formation of sound analysis.
3. Development of basic mental operations:
Correlative analysis skills;
Grouping and classification skills (on the basis of mastering the basic generic concepts);
Ability to work according to verbal and written instructions, algorithm;
Ability to plan activities;
Development of combinatorial abilities.
4. Development of different kinds of thinking:
Development of visual-figurative thinking;
Development of verbal-logical thinking (the ability to see and establish logical connections between objects, phenomena and events).
5. Correction of violations in the development of the emotional and personal sphere (relaxation exercises for facial expressions, dramatization, role-playing, etc.).
6. Development of speech, mastering the technique of speech.
7. Expanding ideas about the world and enriching the dictionary.
8. Correction of individual gaps in knowledge.
Organization and main directions of individual-group remedial classes.
It is planned not so much to achieve a separate result (for example, to learn the multiplication table), but to create conditions for improving the developmental opportunities of the child as a whole.
Corrective classes are held with students as the teacher, psychologist and speech therapist identify individual gaps in their development and learning.
When studying students, the following indicators are taken into account:
1. Physical condition and development of the child:
Dynamics of physical development (anamnesis);
The state of hearing, vision;
Features of the development of the motor sphere, violations of general motor skills (general tension or lethargy, inaccuracy of movements, etc.);
Coordination of movements (features of gait, gestures, etc.);
Features of working capacity (fatigue, exhaustion, absent-mindedness, satiety, perseverance, pace of work; an increase in the number of errors by the end of the lesson or with monotonous activities; complaints of a headache).
2. Features and level of development of the cognitive sphere:
- features of the perception of size, shape, color, time, spatial arrangement of objects;
Features of attention: volume and stability, concentration, the ability to distribute and switch attention from one type of activity to another, the degree of development of voluntary attention;
Features of memory: accuracy, constancy, the possibility of long-term memorization, individual features of memory; the predominant type of memory (visual, auditory, motor, mixed);
Features of thinking: the level of mastering the operations of analysis, comparison, synthesis (the ability to identify essential elements, parts, compare objects in order to identify similarities and differences; the ability to generalize and draw independent conclusions; the ability to establish cause-and-effect relationships);
Features of speech: pronunciation defects, vocabulary volume, formation of phrasal speech, features of the grammatical structure, the level of formation of intonation, expressiveness, clarity, strength and height of voice);
Cognitive interests, curiosity.
3. Attitude to educational activities, features of motivation:
- features of relations, the pupil's reaction to comments, assessment of his activities; awareness of one's failures in studies, attitude to failures (indifference, difficult experiences, desire to overcome difficulties, passivity or aggressiveness);
Attitude towards praise and blame;
Features of self-control, the ability to control one's own activities according to a visual pattern, verbal instructions, algorithm;
- the ability to plan their activities.
4. Features of the emotional and personal sphere:
Emotional-volitional maturity, depth and stability of feelings;
The prevailing mood (gloom, depression, malice, aggressiveness, isolation, negativism, euphoric cheerfulness);
Suggestibility;
The presence of affective outbursts, a tendency to refuse reactions;
The presence of phobic reactions (fear of darkness, confined space, loneliness, etc.);
Attitude towards oneself (disadvantages, opportunities);
Features of self-esteem;
Relations with others (position in the team, independence, relationships with peers and elders);
Peculiarities of behavior during and after school hours;
Behavioral disorders, bad habits.
5. Features of the assimilation of knowledge, skills and abilities provided by the program:
- general awareness in the circle of everyday concepts, knowledge about oneself and about the world around;
Formation of reading, counting, writing skills according to age and class;
The nature of errors in reading and writing, counting and solving problems.
The study of the individual characteristics of pupils allows you to plan the timing of correctional work.
Individual and group remedial classes are conducted by the main teacher of the class.
During individual lessons, an educator, a speech therapist, and a psychologist work with free students.
In accordance with the Curriculum in the primary grades, 2 hours a week (second half of the day) are allotted for remedial classes.
The duration of classes with one student or group should not exceed 20 minutes. A group can include 3-4 students who have the same gaps in the development and assimilation of the school curriculum or similar difficulties in educational activities. Working with a whole class or a large number of students in these classes is not allowed.
When organizing remedial classes, it is necessary to proceed from the capabilities of the child. The goal and results should not be too distant in time from the start of the task, they should be significant for students, therefore, when organizing corrective action, it is necessary to create additional stimulation (praise the teacher, competition, etc.).
At a time when the child cannot yet get a good grade in the lesson, it is important to create situation of success in an individual group session. For this purpose, a system of conditional qualitative and quantitative assessment of the child's achievements can be used. When preparing and conducting remedial classes, it is also necessary to remember the peculiarities of the perception of orphans and children left without parental care, educational material and the specifics of their motivation for activity. It is effective to use various kinds of game situations, didactic games, game exercises, tasks that can make learning activities more relevant and meaningful for an orphan child.
STAGES OF PROGRAM IMPLEMENTATION
Corrective work is being implemented in stages. The sequence of stages and their targeting create the necessary prerequisites for eliminating disorganizing factors.
The stage of collecting and analyzing information
(information and analytical activities).
The result of this stage is an assessment of the contingent of students to take into account the developmental features of children, determine the specifics and their special educational needs; assessment of the educational environment in order to meet the requirements of the software and methodological support, material, technical and human resources of the institution.
Stage of planning, organization, coordination
(organizational and executive activity).
The result of the work is a specially organized educational process, which has a correctional and developmental orientation and the process of special support for orphans and children left without parental care, under specially created conditions for training, education, development, socialization of the category of children in question.
Specialists working with students create programs of correctional and developmental work at this stage, which are a variable part of the overall program.
Stage of diagnostics of the correctional and developmental educational environment (control and diagnostic activity).
The result is a statement of the compliance of the created conditions and the selected correctional, developmental and educational programs with the special educational needs of the orphan child.
Stage of regulation and adjustment (regulatory and corrective activity).
The result is the introduction of the necessary changes in the educational process and the process of accompanying orphans and children left without parental care, adjusting the conditions and forms of education, methods and methods of work.
PROGRAM IMPLEMENTATION MECHANISM
One of the main mechanisms for the implementation of correctional work is the optimally built interaction of specialists from boarding school No. 15, which provides systematic support for orphans and children left without parental care by specialists of various profiles in the educational process. Such interaction includes:
Comprehensiveness in identifying and solving the problems of the child, providing him with qualified assistance from specialists in various fields;
Analysis of the personal and cognitive development of the child;
Drafting individual programs general development and correction of individual aspects of the educational, cognitive, speech, emotional-volitional and personal spheres of the pupil.
The most common and effective forms of organized interaction of specialists at the present stage are consultations and support services boarding school No. 15, which provide multidisciplinary assistance to an orphan child, as well as an educational institution in resolving issues related to adaptation, education, upbringing, development, and socialization of this category of children.
As another mechanism for the implementation of corrective work, one should designate social partnership, which involves the professional interaction of boarding school No. 15 with external resources (organizations of various departments, public organizations and other institutions of society). Social partnership includes:
Cooperation with educational institutions and other departments on the issues of continuity of education, development and adaptation, socialization, health protection of orphans and children left without parental care: DGP, CPRRC "Krestyanskaya Zastava", CPRRC "Rainbow of Life", MCTLM "Perspektiva", etc. .
Cooperation with public organizations, charitable foundations etc.
REQUIREMENTS FOR PROGRAM IMPLEMENTATION CONDITIONS
Psychological and pedagogical support:
Ensuring differentiated conditions (optimal mode of study loads, individual forms of education and specialized assistance);
Providing psychological and pedagogical conditions (taking into account the individual characteristics of the child; maintaining a comfortable psycho-emotional regimen; using modern pedagogical technologies, including information and computer technologies to optimize the educational process, increase its efficiency, accessibility);
Provision of specialized conditions (introduction to the content of training of special sections aimed at solving the problems of the development of an orphan child, the use of special methods, techniques, teaching aids focused on the special educational needs of this category of children; differentiated and individualized education, taking into account the specifics of the development of orphans) ;
Ensuring health-saving conditions (improving and protective regimen, prevention of physical, mental and psychological overload of pupils, compliance with sanitary and hygienic rules and norms);
Ensuring the participation of all pupils in educational, cultural and entertainment, sports and recreational and other leisure activities;
Software and methodological support
In the process of implementing the program of correctional work, correctional and developmental programs, diagnostic and correctional and developmental tools necessary for the implementation of the professional activities of a teacher, a teacher-psychologist, a social pedagogue, a speech therapist can be used.
Staffing
Corrective work should be carried out by specialists of appropriate qualifications with specialized education, and teachers who have completed compulsory coursework or other types of professional training within the framework of the designated topic.
In order to ensure the development of orphans and children left without parental care, the main educational program of primary general education, correction of shortcomings in their physical and (or) mental development, it is necessary to introduce into the staff list of boarding school No. psychologists, social educators, etc.) and medical workers. The level of qualification of employees of an educational institution for each position held must correspond to the qualification characteristics for the corresponding position, it is necessary to improve the qualifications of these employees.
Logistics
The material and technical support consists in the creation of an appropriate material and technical base, which makes it possible to provide a correctional and developmental environment for boarding school No. 15.
Information Support
A necessary condition for the implementation of the program is the creation of an open information educational environment of boarding school 15 using modern information and communication technologies.
Creation of a system of wide access for pupils, educators, teachers to network sources of information, to information and methodological funds, assuming the availability of methodological aids and recommendations in all areas and activities, visual aids, multimedia, audio and video materials
Working programm.
Explanatory note.
Conclusion: NVNR
(vaguely expressed general underdevelopment of speech
Working with children with speech disorders
Purpose of the work program:
Timely identification of those in need of specialized assistance;
Creation of conditions conducive to the study, correction and further development of the speech of students in the condition of the logopoint.
General tasks of the work program:
Prevention (prevention) of difficulties in learning and adaptation of children at school.
Development and improvement of fine motor skills of hands.
Development of articulatory motor skills (static, dynamic organization of movements, switching movements, volume, pace, accuracy, coordination).
Development of auditory perception and attention.
Development of visual perception and memory.
Rhythm development.
Formation of pronunciation skills and abilities.
Correction of violations of isolated sounds; automation of sounds in words, phrases, sentences, coherent speech; sound differentiation.
Correction of the syllabic structure of the word.
Improving the lexical and grammatical means of the language
Development of coherent speech skills.
Correction of dysgraphia, dyslexia.
Work on speech correction, despite a certain specificity, is based on general pedagogical principles:
1. The principle of development, which stands in the analysis of objective and subjective conditions for the formation of the child's speech function.
A comprehensive examination of the child from these positions makes it possible to identify the leading speech defect and the deficiencies of mental development caused by it. In the future, when planning corrective work, this is taken into account.
2. The principle of a systematic approach, which involves the analysis of the interaction of various components of speech.
This principle is realized in the process of interconnected formation of phonetic-phonemic and lexical-grammatical components of the language. Correction of violations of the pronunciation of sounds and the syllabic structure of the word allows you to achieve the desired clarity and intelligibility of speech. At the same time, the development of phonemic perception prepares the basis for the formation of a grammatical and morphological system of word formation and inflection.
3. The principle of the connection of speech with other aspects of mental development, which reveals the dependence of the formation of individual components of speech on the state of other mental processes.
The identification of this connection underlies the impact on those psychological characteristics of children that directly or indirectly impede the effective correction of speech activity.
4. The principle of visibility.
5. The principle of gradual transition from easy to difficult.
6. The principle of taking into account age characteristics.
Given the characteristics of children, the most effective method is the game. All correctional work is carried out through didactic games and exercises.
Group characteristic
Children in this category experience persistent difficulties in mastering the primary education program of a general education school due to the insufficient formation of the speech function and the psychological prerequisites for mastering full-fledged educational activities.
I. Violations of the phonetic-phonemic component of the speech system.
Defective pronunciation of 2-5 sounds, extending to one or two groups of oppositional sounds. In some children who have completed preschool correctional training, the pronunciation of sounds may be within the normal range or not intelligible ("blurred").
Insufficient formation of phonemic processes.
a) insufficient formation of the prerequisites for the spontaneous development of the skills of analysis and synthesis of the sound composition of the word;
b) insufficient formation of the prerequisites for the successful acquisition of literacy;
c) difficulties in mastering writing and reading (the presence of specific dysgraphic errors against the background of a large number of various others).
II. Violations of the lexical and grammatical component of the speech system.
The lexical stock is limited by the scope of everyday topics, is qualitatively inferior (illegal expansion or narrowing of the meanings of words; errors in the use of words; confusion in meaning and in acoustic properties).
The grammatical structure is not well developed. There are no complex syntactic constructions in speech, there are multiple agrammatisms in sentences of simple syntactic constructions.
a) insufficient understanding of educational tasks, instructions, instructions of the teacher;
b) difficulties in mastering educational concepts, terms;
c) difficulties in the formation and formulation of one's own thoughts in the process of educational work;
d) insufficient development of coherent speech.
III. Psychological features.
Unstable attention.
Insufficient observation in relation to linguistic phenomena.
Insufficient development of the ability to switch.
Insufficient development of verbal-logical thinking.
Insufficient ability to memorize predominantly verbal material.
Insufficient development of self-control, mainly in the field of linguistic phenomena.
Insufficient formation of arbitrariness in communication and activity.
a) insufficient formation of psychological prerequisites for mastering the full-fledged skills of educational activity;
b) difficulties in the formation of educational skills (planning the upcoming work; determining ways and means to achieve the educational goal; controlling activities; the ability to work at a certain pace).
Program Sections
Development sound side of speech . Formation of full-fledged ideas about the sound composition of a word based on the development of phonemic processes and skills in the analysis and synthesis of the syllabic composition of a word. Correction of defects in pronunciation.
Development of vocabulary and grammatical structure of speech:
clarification of the meanings of the words available to children and further enrichment of the vocabulary, both by accumulating new words related to various parts of speech, and by developing in children the ability to actively use various methods of word formation;
clarification of the meaning of the syntactic constructions used; further development and improvement of the grammatical design of speech by mastering word combinations, the connection of words in a sentence, sentence models of various syntactic constructions.
Formation of coherent speech:
development of skills for constructing a coherent statement; programming the meaning and semantic culture of the statement;
establishing logic (connectivity, sequence), precise and clear formulation of thoughts in the process of preparing a coherent statement; selection of linguistic means adequate to the semantic concept for constructing an utterance for various purposes of communication (proof, reasoning, transfer of the content of the text, plot picture).
Development and improvement of psychological prerequisites for learning:
stability of attention;
observation (especially to linguistic phenomena);
memorization abilities;
ability to switch;
skills and techniques of self-control;
cognitive activity;
arbitrariness of communication and behavior.
Formation of full-fledged learning skills:
planning for the upcoming activities: (acceptance of the educational task; active comprehension of the material; highlighting the main, essential in the educational material; determining ways and means to achieve the educational goal);
control over the course of their activities (from the ability to work with samples to the ability to use special methods of self-control);
work at a certain pace (the ability to quickly and accurately write, count; analyze, compare, collate, etc.);
application of knowledge in new situations;
analysis, evaluation of the productivity of their own activities.
Development and improvement of communicative readiness for learning:
the ability to listen carefully and hear the teacher-speech therapist, without switching to extraneous influences; submit your actions to his instructions (i.e. take the position of a student);
the ability to understand and accept the learning task set in verbal form;
the ability to be fluent in verbal means of communication in order to clearly perceive, retain and concentrate on the implementation of the educational task in accordance with the instructions received;
the ability to purposefully and consistently (in accordance with the task, instructions) to perform learning activities and adequately respond to the control and assessment of a speech therapist teacher.
Formation of communicative skills and abilities adequate to the situation of educational activity:
answers to questions in strict accordance with the instructions, tasks;
answers to questions in the course of educational work with adequate use of the acquired terminology;
answers in two or three phrases in the course and results of educational work (the beginning of the formation of a coherent statement)
application of instructions (schemes) in the preparation of a detailed statement in the course and results of educational work
the use of learned educational terminology in coherent statements;
contacting a speech therapist or group mate for clarification;
clarification of instructions, learning task using new terminology;
a detailed report on the sequence of the implementation of educational work, summing up the results of the lesson;
formulation of the task in the performance of collective types of educational work;
conducting a differentiated survey and evaluating the answers of their comrades (in the role of leader of various types of educational work);
compliance with speech etiquette when communicating (appeal request, dialogue: “Please tell me”, “Thank you”, “Be kind”, etc.);
compilation of oral connected statements with elements of creativity (fantasy).
Classes with children are held:
In an individual form - 20-25 minutes
In group form - 45 minutes
The forms of control are:
Written works
Reading short stories
E.V. Mazanova "Documentation, planning and organization of corrective work"
A.V. Yastrebova "Correction of speech disorders in students of a comprehensive school"
I.N. Sadovnikova "Disorders of written speech and their overcoming in younger schoolchildren"
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№ |
Subject |
Target |
UUD |
Number of hours |
|
Reading words, sentences, texts with the letters Sh, sh |
Contribute to the development of literate speech. |
| ||
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Reading words, texts with studied letters. |
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| ||
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The letters Zh, g, denoting the consonant sound (g). |
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Differentiate sounds (w, w), consolidate the concept of voiced and deaf consonants .. Introduce objects that answer the questions "who?" So what?". | ||
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Reading words and sentences with the letters Zh. Sh. Spelling combinations zhi - shi |
To teach the ability to work with text, to write combinations of zhi-shi correctly. |
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The letters Ё, ё, denoting two sounds (th o) |
|
Contribute to the development of literate speech. To consolidate knowledge about the hardness and softness of consonants. |
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The letters Y, y, denoting a consonant sound (s). |
Introduce children to new sounds and letters. |
Contribute to the development of literate speech. To form the skills of syllabic, correct, expressive, fluent reading. | ||
|
Sound (s), letter Y. Repetition and generalization. |
Continue to introduce children to the sound and letter Y. |
Learn to correlate sound with a symbol and a letter; develop kinesthetic sensations and optical representations; enrich and refine children's vocabulary. | ||
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The letters X, x, denoting consonants (x), (x). |
|
Learn to produce sound-letter analysis; work on the development of coherent speech, develop attention, logical thinking. |
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|
|
Reading sentences and texts with the letters X, x. |
Contribute to the development of literate speech. |
To form the skills of syllabic, correct, expressive, fluent reading. | ||
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Repetition and generalization of the studied. |
Generalize knowledge about hard and soft consonants. |
To form the skills of correct, expressive, fluent reading. | ||
|
The letters Yu, yu, denoting two sounds (th y). |
Introduce children to new letters denoting two sounds. |
Contribute to the development of literate speech, develop phonemic perception, sound and syllabic analysis skills, clarify and enrich the vocabulary of children. |
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|
|
Reading sentences, texts with the letters Yu, Yu. The letter Yu is an indicator of the softness of the consonant sound. |
Improve reading skills. |
| ||
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The letters C, c, denoting the consonant sound (c). |
Introduce children to new sounds and letters. |
Contribute to the development of literate speech. Observe the peculiarities of writing the letters I, Y after Ts. | ||
|
Reading sentences and texts with the letters C, c. |
Contribute to the development of literate speech. |
To form the skills of syllabic, correct, expressive, fluent reading. | ||
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The letters E, e, denoting the sound (e). |
Introduce children to new sounds and letters. |
Develop attention, phonemic hearing, memory, thinking, sound analysis and synthesis skills, auditory and visual attention. |
|
|
|
Reading words, sentences with the letters E, e. |
Contribute to the development of literate speech |
To form children's knowledge that the vowel letter E is not written after the consonants Ch, Sh, C, Zh. |
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|
The letters Щ, Щ, denoting the consonant sound (u). |
Introduce children to new sounds and letters |
Develop skills in syllabic analysis and synthesis, develop logical thinking, develop skills in working with generalizations, develop visual memory, attention and perception. | ||
|
Formation of reading skills. |
Contribute to the development of literate speech. |
To form the skills of syllabic, correct, expressive, fluent reading. |
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The letters F, f, denoting consonant sounds (f), (f). |
Introduce children to new sounds and letters. |
To teach to differentiate the studied sounds, to enrich the vocabulary of children, to develop phonemic hearing and perception, to form the skills of phonemic analysis, to learn to work with deformed text. |
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|
Reading words, sentences with the letters F, f. |
To form the skills of correct, expressive, fluent reading. |
Develop attention, phonemic hearing, memory, thinking. | ||
|
Acquaintance with the letter "solid sign" |
Introduce a new letter that does not designate a sound, which serves to separate the pronunciation of a consonant and a vowel sound. |
Develop attention, phonemic hearing, memory, thinking. | ||
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To form an idea of when a dividing hard sign and a dividing soft sign are written. |
Develop attention, phonemic hearing, memory, thinking. |
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Hard and soft delimiters. |
To form the skills of correct, expressive, fluent reading. |
Develop attention, phonemic hearing, memory, thinking. |
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Bread is the head of everything. |
To form the skills of correct, expressive, fluent reading. |
Develop attention, phonemic hearing, memory, thinking. Cultivate respect for bread. |
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|
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How good it is to be able to read! |
consolidate knowledge of the studied letters. |
To form the desire to master reading skills as best as possible, to become active readers | ||
|
The letters L, N, M, R, Y are always voiced consonants. |
To consolidate children's knowledge of voiced consonants. |
To form children's ideas that the letters L, N, M, R, Y always denote voiced consonant sounds. | ||
|
Reading texts with learned letters. |
Consolidate all the studied material, check the reading technique. |
To form the skills of correct, expressive, fluent reading. |
Working programm.
Explanatory note.
Conclusion: Cognitive Disruption
The main objectives of the work
1. Creation of conditions for solving age-related developmental problems, support and, if necessary, assistance in solving these problems.
2. Providing assistance to the teaching staff as a whole, and to each teacher individually in improving knowledge about effective ways to optimize school education.
3. Contribute to the creation of psychologically favorable conditions for the full development of students and ensure the psychological health of school-age children.
Work tasks
1. Development and implementation of a complex of thematic psychological trainings, each of which is aimed at supporting and solving development problems;
2. Creation of a psychological climate favorable for the development of students, the realization of opportunities and reserves for the development of early school age;
3. Increasing the general psychological culture of students;
4. Organization of productive interaction between participants in the educational process, provision of timely psychological assistance by teachers, students and their parents;
5. Creation of conditions for productive and harmonious communication with peers and adults;
6. Contribute to the full development and adaptation of students at every stage of school life;
7. Prevention and correction of deviations in the development, behavior and activities of students.
Group characteristic
Children from this group experience disturbances in the assimilation of the primary school program due to the insufficient formation of the cognitive and emotional sphere, high anxiety.
Attention disorders.
II. Memory disorders.
The child is not able to reproduce more than 40% of information during auditory and visual memorization.
III. Thinking disorders.
Violation of the transition from visual-effective to visual-figurative and verbal-logical.
Classes with children are held:
In group form - 35 minutes
Planned results:
At the end of the program, it is planned to fully adapt the children to school life, lack of anxiety and high educational motivation. High indicators of the cognitive sphere.
Results control:
Since the work of a psychologist involves a non-judgmental attitude towards each child, the results of the program are identified through diagnostics.
Program and methodological materials
In order to consider the stages, the structural sequence of correctional and pedagogical work in an educational institution for children with developmental disorders, it is necessary to clarify the essence of the concepts of "correction" and "compensation", their relationship and interdependence.
Correction (from Latin correctus - corrected, improved) in correctional pedagogy is defined as a system of pedagogical measures aimed at overcoming the shortcomings of the mental and physical development of people with special educational needs.
Compensation (from Latin sotrepsatio - compensation) is a replacement, compensation for a lost or damaged organ (organs) in the human body through the use of intact sensory systems, technical devices and, as a result, neurodynamic restructuring of the analyzers.
Corrective action helps to overcome deficiencies in mental development associated with a particular disease of the child, with sensory deprivation (lack of sensations, perceptions, ideas, thinking, speech, memory, etc.), as well as deficiencies in the physical development of children (in orientation in space, posture , coordination of movements, etc.).
As a result of corrective action in the human cerebral cortex, new temporary connections arise and deepen (according to I. P. Pavlov) or workarounds are formed (according to L. S. Vygodsky), through which information is sent bypassing the affected analyzers or their individual sections. New intra- and inter-analyzer connections are formed, that is, compensatory restructuring occurs, information enters through intact sensory systems (in the absence of hearing through the visual analyzer, in the absence of vision through hearing and touch, etc.)
As a rule, the process of correction is related to a secondary defect, to functional disorders, and compensation to a primary defect, to structural disorders in the human body.
In the theory and practice of teaching children with psychophysical disorders, one can often come across an opinion when correction is defined as a way to compensate for a defect. In our opinion, from the standpoint of correctional pedagogy, these concepts should have been approached more broadly. Since we are talking about the formation of a personality as a result of general and special education, then correctional and pedagogical work should be considered as a priority to the result (compensation), because the whole pedagogical essence in quantitative and qualitative volumes lies precisely in it. Correction (pedagogically) is a broader concept, since it determines the degree of compensation for violations in the development of an abnormal child, is the basis, the organic core of all educational work in the system of special education (which we have shown in Scheme 2). Correction is primary, and compensation is secondary, but these are not adjacent concepts, but closely linked processes that determine each other and cannot (in a broad sense) be considered one without the other. The purpose of correctional work is directly related to the result (compensation), a pedagogical defect in the course of the correctional process will not give the proper degree of compensation for the defect and you will have to (perhaps more than once) return to the original target positions, analyze the course of the correctional process in order to get the maximum effect of special pedagogical influence on development of an abnormal child.
Determining the primacy of correction and the secondary nature of compensation (in correctional and pedagogical terms), one should also remember about one exception: there is the concept of “biological compensation”. This is the innate adaptability of a person to various disturbances in the functioning of the body (an innate unconditioned reflex), when one system compensates for the lack of work of another. Naturally, it will be primary and should be taken into account in an organized correctional and pedagogical process.
The first is based on the research of I. S. Morgulis (1982, 1983, 1984) and lies in the fact that the corrective influence is carried out in the process of general education by strengthening the guiding function of the teacher and its certain direction.
The second is that the content of general education subjects in special schools should also be corrective and not copy the content of the material studied in a public school.
Each subject contains correctional material and it must be isolated. It is necessary to analyze the topic of each lesson and determine what types of correctional work can be methodically linked to the program material being studied. Such an analysis will help identify the most rational types of correction of both the mental and physical development of children with sensory-physical deprivation.
Such a corrective approach to the curriculum and the subject from the standpoint of the availability of material in the content of a general education subject determines the effectiveness of its assimilation by students with developmental disabilities.
Corrective work is aimed at overcoming and weakening secondary functional deviations in the development of the child (this does not exclude the impact on the primary somatic defect). Of the secondary deviations in the development of children, almost all defectologists distinguish violations in the mental and physical development of children determined by the primary defect. Naturally, the correction of these shortcomings in the development of abnormal children should be reflected in the structural components of the content of this work (Scheme 3).
The system of secondary deviations in the development of schoolchildren is interconnected and interdependent. Correctional work is based on taking into account the interrelationships of various types of developmental deviations, on an integrated and systematic approach in the development of directed pedagogical measures to correct defects in the development of children.
The goals and content of correctional work are implemented with the help of correction tools, methods and organizational forms, they are the basis of the entire system of actions to implement the principle of corrective orientation in the education, upbringing and development of children. As a result of the implementation of the content of correctional and pedagogical work and the program for studying the subject, we must come to the replacement of impaired or lost functions in an abnormal child, i.e., to compensation for the defect.
The expected effect of defect compensation will be expressed in the formation in children of adequate ideas about the objects and phenomena being studied, as well as concepts in terms of the degree of generalization at the level of the norm (normally developing peers) or close to it.
If the expected compensatory effect is not obtained, then it is necessary to return to the goals and content of the correction, analyze the methodology by stages of activity, and correct them for those elements of the system that did not work qualitatively in the process of correctional and pedagogical work.
Scheme 3. Stages of correctional and pedagogical work
When implementing the content of the correctional and pedagogical process, we singled out, based on the research of I. S. Morgulis (1984, 1989), separately the formation of sensory experience and the formation of techniques and methods of mental activity of schoolchildren with developmental disabilities. These two processes form the basis of the guidance of educational and cognitive activity of students and are closely linked to each other (shown by arrows in the diagram). Moreover, they cannot exist and manifest themselves separately, in isolation from each other. It is impossible to consider sensory knowledge in isolation from the logical one.
In the practice of the work of defectologists, it is very common that in lesson planning, the tasks and methods for the formation of sensory experience in children are first determined, and then the transition to the formation of cognitive operations in students is outlined. Such planning is carried out during the classes. That is, the formation of sensory experience is carried out without proper comprehension and is based on exercise actions using intact sensitivity.
Sensations, perceptions and representations, which underlie the formation of sensory experience, are also interconnected. And that conditional sequence, which speaks of the sequence of these mental processes: first sensations, then perceptions, and then ideas, has not been confirmed by science. Moreover, the formation of sensory experience cannot be carried out without mental operations. Therefore, the management of educational and cognitive activity of students is carried out not in two independent stages, but in the course of a single process. The conditional division was introduced in order to achieve a more accessible understanding of the ways of implementing the content of correctional work, in order to single out the determining components of the process and take them into account in the special direction of educational activities. This is very important when students master the basics of science in the subject with sensory-physical insufficiency.
With a close connection of all elements of the correctional system, it is impossible to snatch out its individual stages when analyzing the failed effect of implementing the goals and the content of correctional work, it is necessary to trace all the work in the organizational and methodological plan, identifying weak links. Only in this case the analysis of corrective work will be fair and reliable.
Correctional and compensatory work is carried out not in isolation, but in interaction with the environment, with the specific conditions of the surrounding reality, and this is of great importance and influence on the content of correctional education and upbringing. The proposed scheme of stages of correctional and pedagogical work is implemented in all forms of organizing educational work in a special school or preschool educational institution for children with developmental disorders (lesson, group lesson, excursion, educational activities, special correctional classes, etc.). Naturally, when conducting the above classes, the goals of correctional work, its content, means of correction, etc. will also change, but the general plan of the system is preserved, it should be organically linked with the subject and content of the general educational process.
Above, we examined the connection between the content of correctional and pedagogical work and the content of the general educational process, and this interdependence should be carried out at all stages of correction and in the forms of organization of this activity.
An indispensable condition for conducting correctional and pedagogical work is the connection and interdependence of the processes of overcoming the shortcomings of the mental and physical development of children determined by the primary defect, as well as the establishment of interdependence in the formation of the child's sensory experience and the methods of his mental activity.
Such an understanding allows us to formulate and define the content of corrective work on the basis of the considered provisions. On this way, we would like to note that the correctional-pedagogical process acts as a type of activity not only for the teacher, but also for the student, to emphasize the active position in this process of the abnormal child in self-education and mastery of corrective knowledge, skills and abilities.
Correctional and pedagogical work should also include certain elements related to medical correction, which is aimed at overcoming primary defects in children. It contains the necessary hygienic recommendations and contributes to the formation of the personality of a pupil with special educational needs.
Based on the foregoing, we can determine the content of correctional work in accordance with the final target setting, namely, the formation of a comprehensively developed harmonious personality, capable of participating in the social and labor life of the country on an equal basis with normally developing people.
Having determined the essence of correctional work from the standpoint of its general content, it is necessary to consider the forms of its implementation in special schools and preschool institutions for children with developmental disabilities. A systematic and integrated approach to this problem allows us to identify four major forms of organizing activities to overcome shortcomings in the psychophysical development of children. The classification is based on: the place, conditions and goals of conducting correctional and pedagogical work:
1. Correctional orientation of the general educational process.
2. Special remedial classes.
3. Corrective classes in the family.
4. Self-correction.
I will briefly explain each form of organization of correctional and pedagogical work in a special educational institution for children with developmental disorders (Scheme 4).
The correctional orientation of the general educational process is carried out in all forms of classes in special schools and preschool educational institutions. The general educational goals and objectives of lessons, group classes, educational activities are necessarily combined with the goals of correction, and this unity is carried out in all content-methodological links of the classes, is linked to the means and methods of their carrying out, the specifics of the structural construction.
It is especially important, as we mentioned above, to organically combine the studied material in various subjects with correctional and pedagogical work, to determine what types and methods of pedagogical correction can be most rationally and effectively used in the study of a particular program topic.
Scheme 4. Structural components of the correctional process in special (correctional) educational institutions
Special remedial classes are focused on a specific defect and a specific functional disorder in a child. The methodology of these classes, corrective techniques and methods are aimed at overcoming psychophysical shortcomings associated with a particular anomaly.
In the curricula of many special schools, beyond the line of general education subjects, there is a list of special remedial classes that are held in addition to subject lessons. This is the development of touch, residual vision and hearing, exercise therapy, rhythm, orientation in space, speech therapy, social orientation, etc.
In preschool institutions, defectologists and educators also conduct similar classes. Here, a differentiated approach to children is carried out: they are combined into groups according to the similarity and similarity of the clinical picture of pathology, the etiology of the disease, structural and functional disorders of an organ or system, etc. This allows for more qualitative and purposeful pedagogical and psychological correction.
Remedial classes in the family are carried out by parents with children with developmental disabilities or their relatives.
It is important that the corrective knowledge and skills of children, instilled in a special school or preschool educational institution, are fixed at home in their cognitive, labor, play and other activities. The task of special educational institutions, administrations, teachers and educators is to organize extensive educational and advisory work for parents, during which they show the necessary techniques, methods, means of correction, normative physical, visual, auditory and tactile loads associated with the type and form of the child's pathology.
A simple pedagogical correction, feasible for parents and relatives of a child with sensory-physical deprivation, must be carried out in the family, be controlled and directed by school and preschool specialists
Self-correction is carried out by the children themselves. The knowledge, skills and abilities to overcome developmental deficiencies that pupils receive in training sessions during educational and other activities should be consolidated and improved in the course of independent cognitive, labor, play, communication and other activities. Children should be guided by teachers and parents to this process, its elements are included in the collective forms of children's activities, in social and everyday practice, in everyday life.
The teacher-defectologist observes and controls the process of self-correction, contributes to its improvement, correlates the general development of the child with his age period.
The results of self-correction can be quite high and effective if this activity is carried out in a system with due perseverance and strong-willed attitude. So, for example, there are cases when, as a result of hard independent work, blind people mastered the process of reading with the help of touch of a relief-dot font in terms of speed parameters at the normal level. That is, they read embossed text as fast as sighted people read flat type. Moreover, there are examples when the blind read with the help of touch faster than the sighted people with the help of full vision. V. D. Korneeva, an honored school teacher of the Russian Federation, being completely blind, was not inferior to sighted colleagues in reading speed, and surpassed many.
In special educational institutions for children with developmental disabilities, the effectiveness of correctional and pedagogical work depends on how this process is linked to medical correction. These two processes are interrelated and, despite the existing peculiarity and professional orientation, they perform a common task of overcoming shortcomings in the development of children.
In the course of psychological and pedagogical analysis and the practice of teaching and educating children with developmental anomalies, certain recommendations are created that are implemented in all four forms of the correctional process.
Medical workers of special schools and preschool educational institutions develop hygienic and medical-ergonomic recommendations that determine the optimal conditions for organizing pedagogical correction. Namely, these recommendations contain instructions on physical, visual, tactile, auditory loads, on the use of correction tools, instruments, special equipment, etc.
Pedagogical and medical workers jointly solve the problems of children's fatigue, illumination of classrooms, special visualization and teaching aids.
Modern positions of cooperation pedagogy require that correctional activities in special educational institutions for children with developmental disorders be carried out in a system of clear interaction between teachers, educators, parents, medical workers and children, subject to a detailed account of the clinical picture of the pathology of the latter and the principle of natural development of the child.
Questions and tasks
1. What is the trinity of correctional and pedagogical work? Determine the essence and direction of each component in this trinity.
2. What are the main factors that determine the dynamics of correctional and pedagogical work? Determine the main and auxiliary target settings for the lesson in which students perform laboratory work.
3. Try, using scheme 3 (stages of correctional and pedagogical work), to develop a lesson methodology (group lesson in a preschool educational institution) on a specific lesson topic you have chosen.
4. How to check, based on the results of a particular lesson, whether the expected effect of defect compensation has turned out and to what extent?
5. What is the purpose of conducting special remedial classes with children with developmental defects?
6. How and in what forms is the connection between psychological and pedagogical correction and medical correction carried out?
SECTION III. SPECIAL DIDACTICS OF CORRECTIONAL PEDAGOGY
In order to determine the corrective orientation of teaching children with developmental defects, the content, methods and means of this process, it is necessary to analyze the existing areas of theoretical research and the practice of educational work in special educational institutions.
In the second half of the XIX and early XX centuries. the system of educating children in special schools was rather utilitarian. In most cases, this was primary education with a primitive set of disciplines studied, their content and methods were developed “for a defect”, for the limited abilities of students with developmental anomalies. Disbelief in the potential of the blind, deaf, mentally retarded and other abnormal children led to the fact that the scientific nature of teaching was considered inaccessible for students to fully assimilate and unnecessary for their practical activities. Children with developmental defects were offered truncated program material, accessible for perception by intact sense organs.
At the beginning of the XX century. classes in schools for children with psychophysical disorders were conducted in the form of conversations with the connection of primitive didactic and visual material. Special teaching aids at the beginning of the century and the Soviet period were almost never produced, teaching methods were ineffective in their corrective and compensatory essence.
Put forward in the 30s of the XX century. the principle of "compensatory advantages of the disabled" in many respects slowed down pedagogical work on the way of determining the specifics of subject teaching, influenced the methods and organizational forms of the educational process in special schools.
Only after the end of the Great Patriotic War of 1941-1945. activity begins in our country to analyze the experience of the work of special educational institutions, its generalization, systematization, scientific problems are posed, research work is carried out in the field of special didactics.
In the 50-60s of the XX century. rather purposeful research activities of defectologists and practitioners are being developed to improve the education and upbringing of children with developmental defects, and children with profound disabilities (blind, deaf, mentally retarded). In this work, the main efforts were directed to the final result, to compensation for the defect, and correctional and pedagogical work was given insufficient attention. The term "correction" itself is quite rare in scientific and methodological publications until the 70s of the XX century.
Much attention was paid to the creation and development of technical and other means of compensating for a defect, rather than to the problems of corrective and pedagogical influence on the development of abnormal children. But since the compensation of a defect (in the pedagogical aspect of understanding) is a consequence of multifaceted corrective work, then incorrectly placed emphasis on significance leads to a violation of the integrity of scientific research and practical activities. That is, not the causes were considered as a priority, but the investigative processes, because of which a disproportion was formed in the content and methods of correctional and pedagogical work. The success of compensation for a defect in many cases was made dependent on the means of correction and the content of this work, and the methods of correctional and pedagogical activity were either overlooked or taken into account incompletely and fragmentarily.
Based on the position that was put forward by L. S. Vygotsky, about the need to create symbols and signaling when teaching handicapped children, many defectologist teachers tried to highlight those signal features in objects that are accessible to their perception by students with psychophysical disabilities. Special conditioned signals were created with the help of coloring, contrast, zooming in of images, sound ascertaining, etc., intact sensory systems were connected to the perception of these signals. Often in this work, the content of education was not taken into account, another position, defined by L. S. Vygotsky, was forgotten: the difference in signal signs with the mandatory identity of the content of any educational process (1983, 74).
The teachers' increased attention to identifying and ascertaining the signal features of the objects and processes being studied sometimes led them away from scientific classification and led to violations of the strict scientific inductiveness of the presentation of program material.
For example, when studying plants with blind students, in a number of cases, signs of their structure, available for tactile perception, were transferred from the rank of secondary to main indicators (from the category of species to generic). This violated the strict scientific taxonomy of plants.
When teaching children with developmental anomalies, first of all, special technical means, equipment, original didactic material and the final result were considered - to what extent they correspond to the defect compensation process. The methodology for using technical means, special visual aids was either not taken into account, or it was done fragmentarily, not systematically, in isolation from the context of the program material, methods and general tasks of teaching and educating children with psychophysical developmental defects.
Correctional work was not organically linked to the content and methods of teaching.
If we examine the problem dialectically, then the philosophical interpretation of the leading role of content in relation to form also implies that the form, in turn, has a relative independence and has a reverse effect on the content.
If we consider the ratio of the content of training and methods (as a form), then their relationship and the influence of methods on the content should be noted. This dialectical regularity makes it possible to consider methods as a form of content movement (G. Hegel).
Considering the specifics of the correctional process, the content and methods of teaching outside this dialectical unity, we thereby violate internal pedagogical ties, from which the entire system of education of children with special educational needs suffers.
Over the past 25 years, the efforts of educational authorities, researchers and educators have been directed mainly to improving the content of education. New programs, textbooks, curricula, general and special educational standards were developed, and unforgivably little attention was paid to improving teaching methods (and correction). As a result, there was a disproportion: in the content of education and correctional and pedagogical work, certain successes have been achieved, but in the development of new techniques and teaching methods, we have noticeably lagged behind.
Today, correctional pedagogy faces a big problem: to harmonize the content and methods of teaching children with disabilities in psychophysical development.
The reform, democratic restructuring and humanization of the general education school with particular urgency demanded that pedagogical science solve the problem of the content of education in a special school. It is possible to reveal to students with health problems the modern scientific picture of the world by synthesizing specific, scientific and dialectical knowledge, explaining the complex relationships between them with the help of integrative theories that combine specific knowledge with philosophical positions.
The problem of the content of school education has always been one of the first places among other pedagogical problems. Mankind at all stages of its development put the issues related to education and preparation for life and work of the younger generation at the forefront. Under the conditions of perestroika, we can no longer confine ourselves to particular methodological studies of certain aspects of the content of education and consider the content of correctional work in a special school without connection with the constituent parts of education and its global tasks at the present stage. As you know, the educational and cognitive process is an integral part of the holistic formation of the personality of a young person. The depth, strength, effectiveness and scientific nature of students' knowledge, their worldview orientation, and the degree of overcoming the consequences of a developmental defect ultimately depend on its content, forms and methods.
At present, when the concerns of society are directed to the needs of a person, to his well-being and all-round development, when much attention is paid to the education, upbringing and development of sick and physically handicapped children, correctional pedagogy should pay special attention to the processes of (re)habilitation and social labor adaptation of students of special schools, to reconsider the possibilities of corrective education of such children.
In connection with the revision and the emergence of new curricula, programs and regulations on a special (correctional) general education institution for students, pupils with developmental disabilities, new trends have appeared in improving the special school and correctional pedagogy. Tendencies to revise the content of the education of children with visual, hearing, intellect, speech, and other disabilities, and a certain radicalism in relation to the volume of program material in subjects and the order of its study in schools of these types, have especially manifested themselves.
Those rights and opportunities that are currently given to special schools regarding the independence of the decision and choice of the volume and content of education in academic subjects are not always implemented correctly and reasonably. Very often, the study time is sharply reduced to study the so-called "unpromising" subjects for schoolchildren with developmental disabilities. The list of such disciplines includes, first of all, chemistry, astronomy, drawing, and partly physics. Often the study of these subjects is transferred completely to electives. Such an opinion is not always put forward only by practical workers in special schools; it can also be heard among defectologists and educational workers.
The reason for such judgments and the situation that has arisen is that the listed subjects are viewed negatively in the light of their accessibility to the blind, the deaf, schoolchildren with mental retardation and others, the prospects for their professional training and employment. “Our graduates will never be able to work as chemists, astronomers, draftsmen, etc.,” many educators say. Yes, in a number of cases this is true, but at the same time, one cannot but think about a decrease in the general level of education of children with developmental disabilities.
Special boarding schools are designed to provide students with a qualified education, at the level of a similar secondary education that graduates of mass schools receive. Artificial limitation of children with developmental disabilities in the volume and content of knowledge in some subjects will lead to a decrease in their level of education, general preparation for life and the integrity of the worldview.
In this process, it is necessary to note another "shadow" side of the organization of educational work in special schools. Subjects that are traditionally weak in terms of the arsenal of correctional and pedagogical work, content, methods and means of special education are exposed to a certain discrimination in relation to the volume and content of studying the fundamentals of science.
When determining the content of education in special schools for children with developmental disabilities, it is necessary to make adjustments for tomorrow, for the future. The subject matter of studying the fundamentals of science at school, the volume and content of the material, the remedial orientation of education must be determined and correlated with the progress of the development of society, with the successes and achievements of science and technology, with the results of work on the (re)habilitation of disabled people. Many of the above achievements open doors to new professions for people with developmental disabilities, experience is emerging and accumulating in this regard, barriers to the inaccessibility of certain types of work for people with disabilities are breaking down. Now, for example, blind people have appeared in our country who have managed to master astromathematics, moreover, at the level of a candidate of sciences, and at the same time, at a special school for blind children, they are trying to classify astronomy only as an elective, or even completely exclude it from the curriculum.
Such an approach will also limit the content of correctional work in relation to individual subjects, give rise to a narrow focus in vocational guidance, and reduce the overall level of education and intellectual preparedness of people with developmental disabilities.
Of course, special schools train students who, by virtue of their capabilities (and primarily intellectual ones), are able to master various levels of education. Mentally retarded schoolchildren for 9 years of study learn only the course of elementary school, and with a deep intellectual pathology (imbitsils) they study according to special (individual) educational programs.
Therefore, there should be a differentiated approach to the development of the content of education, taking into account structural and functional deviations in development, special conditions for training and education, specific socio-cultural conditions, etc.
If we follow the change in the content of education in special schools for children with developmental disabilities, we should note the differentiation of this system. With the development of science and technology, the improvement of the socio-economic sphere, the accumulation of experience in corrective work in subject teaching in the second half of the 20th century, new subjects are introduced and separated into the school curriculum, themes and entire program sections are differentiated in traditional disciplines, new subjects appear in the curricula for correctional and pedagogical work, etc.
This process was facilitated by the transition of special schools to incomplete and complete secondary education, the deployment of work on corrective support for subject teaching and all educational activities.
The restructuring and reform of the general education school also affected the development of the system of special education. The transition from a rigidly disciplinary and unified model of education to a personality-oriented and variable one gave certain freedoms in relation to the formation of the content of the educational process and the determination of individual goals of a person's life.
Currently, there is a reverse process - integration. It is due to the fact that the number of courses in the school has grown to the limit, and therefore the introduction of new courses in the curriculum requires a reduction in existing disciplines. This does not mean that some disciplines should be excluded from the curriculum, “... the introduction of a new course (differentiation) should be combined with the reduction of others, but not by removing them from education (unless, of course, these are false subjects), but by unification of the former components on the basis of their meaningful integration,” says V. S. Lednev, a well-known specialist in the problems of the content of education (1989, 83).
Further, V. S. Lednev explains his idea: “At the same time, integration cannot be carried out artificially. It, figuratively speaking, must “mature”, must be understood and proved the substantive and educational commonality of the corresponding components” (ibid., p. 83).
In the modern version of the curriculum for special (correctional) general education schools, the trend towards the integration of the content of education is clearly visible. This is today's command.
Thus, the content of education is being improved both from the standpoint of differentiation and integration; new disciplines are introduced, reflecting the level of development of science, technology, social relations, and at the same time, the volume and level of study of traditional subjects is changing.
In order for the content of education to be successfully implemented in the conditions of a special school, it is necessary to improve the correctional process, which will help children with developmental disabilities learn the program material on the basics of science.
Therefore, the development of the process of school education of children with learning difficulties should go in two ways:
1. By differentiation and integration of the content of education in subjects without their exclusion from the curriculum.
2. By accumulating experience in correctional work, improving this activity, developing special techniques and methods of subject education for children with developmental disabilities.
To create a unified educational space in the country, a state standard is being developed. In accordance with the "Law of the Russian Federation on Education", it is a federal regulatory document that determines the mandatory minimum content of the main compulsory programs, the maximum amount of teaching load and requirements for the level of preparation of a school graduate. Being the state norm of education, the standard reflects the social goals of education and takes into account the individual abilities of schoolchildren.
The development and improvement of a special standard is based on the implementation of general, specific and special goals for the education of persons with developmental disabilities. It is these goals that determine the allocation of specific areas (correctional) that can be implemented in a variety of subject programs, curricula, textbooks and, in general, in methodological systems.
The state educational standard contains three components: federal, national-regional and school.
The federal component ensures the unity of school education in the country and includes that part of the content of education that highlights training courses of national and general cultural significance that allow the individual to integrate into society (Russian (as the state language), mathematics, computer science, physics and astronomy, chemistry ...).
The national-regional component provides for the provision of special needs and interests in the field of education of the peoples of the country represented by the subjects of the Federation. It takes into account the national and regional characteristics of culture in the field of the native language and literature, history, geography, etc.
At the same time, a number of educational areas are represented by both federal and national-regional components (history and social disciplines, art, Earth, biology, physical culture, labor training).
The school component reflects the specifics of a particular educational institution, allows it to independently develop and implement educational programs and curricula.
On the basis of the "Law on Education", the "Law on Special Education" of the Russian Federation and the state educational standard, a basic curriculum is being developed - the general level of presentation of the standard.
The basic curriculum of a general education school is the main state regulatory document and is approved by the State Duma in accordance with the legislation of the Russian Federation. It serves as the basis for the preparation of regional curricula and the source document for the financing of an educational institution.
The regional basic curriculum is developed by regional education authorities on the basis of the federal basic curriculum and approved by the Ministry of Education of the Russian Federation, carries a regulatory burden at the regional level and is the basis for developing the curriculum of an educational institution.
In the structure of this curriculum, invariant and variable parts are distinguished.
The invariant part (core) ensures familiarization with general cultural and nationally significant values, the formation of personal qualities that correspond to social ideals.
The variable part ensures the individual nature of the development of schoolchildren, takes into account their personal characteristics, developmental disorders, interests and inclinations of children.
These two parts in the curriculum of any educational institution are represented by three main types of training sessions:
Compulsory classes, which are the basic core of general secondary education;
compulsory classes at the choice of students;
extracurricular activities.
The curriculum of a school (educational institution) is developed on the basis of state and regional curricula. It reflects the features and specifics of the work of this school.
In special schools, there are special correctional classes that are held to correct and overcome shortcomings in the development of children associated with loss or partial impairment of vision, hearing, speech, musculoskeletal system, etc. These classes include: the development of tactile and auditory perception, inferior visual functions, orientation in space, social orientation, exercise therapy, rhythm, speech therapy, development of motor skills, etc.
The curriculum of the school is drawn up taking into account those proposals (exemplary curricula) that are given in the annexes to the basic curriculum.
In addition, schools are given the right, and this is legally enshrined, to draw up individual curricula, subject to the mandatory requirements of state educational standards.
On the basis of the educational standard and the basic curriculum, curricula, textbooks and teaching aids are developed.
The curriculum is a standardized content and activity plan for studying a subject with a definition of the amount of basic knowledge, skills and abilities. The program reflects: the content of the subject being studied, the sequence of presentation of the material with an indication of topics and sections, its breakdown by year of study.
There are two types of curricula - these are standard and working school programs.
A typical curriculum includes a general (basic) range of knowledge, skills and abilities in the subject, which contain leading ideas, basic worldviews, directions, general guidelines, basic technologies and tools used to study this course. This program is advisory in nature and is approved by the Ministry of Education of the Russian Federation.
Based on the model curriculum, a working school program is drawn up, which provides for the features of studying the material in the region, i.e., the national-regional and school components are implemented, local conditions and opportunities for studying the subject are taken into account (availability of teaching aids, qualified specialists, the level of training of students and etc.)
In working school programs, the uniqueness of the cognitive activity of anomalous schoolchildren is most fully taken into account, depending on the structural and functional disorders of an organ or organ system. This program defines the specific conditions for the implementation of the corrective orientation of the teaching of the subject, which was laid down in the standard program. Here it is possible to replace some objects with others that are more accessible for perception with the help of intact organs and which, in terms of typical and qualifying indicators, are similar to the objects declared in the standard program.
At present, it is possible to create individual author's programs in schools, which provide for a deeper study of individual topics and sections of the course, different methodological approaches, logic and sequence of presentation of the material, which are more consistent with the specifics of teaching children with developmental disabilities and the tempo features of the perception of the program. material
The current practice in the country of teaching children with developmental disorders provides that standard adapted programs for primary and other grades, original programs on the basics of science, labor training, physical education, and special subjects (typhlography, speech therapy, etc.) are developed for special schools.
The indicated programs and special distribution of the studied material by class provide for an increase in the terms of study in special schools; mentally retarded children study the primary school program for 9 years; for the blind and visually impaired, the school program is increased by a year; with hearing impairment - for 1-3 years, etc.
All this is taken into account and concretized in working school programs, linked to local conditions and the specifics of the implementation of curricula in each particular school.
Recently, the experience of creating integrated programs that combine the practice of subject teaching and the experience of conducting special remedial classes in schools has become widespread. This innovation was most widely developed in elementary school. For example, the study of such a subject as “Introduction to the surrounding world” is combined with classes on orientation in space or classes on social orientation, labor training is combined with the study of the surrounding world, etc.
For these integrative courses, working school programs are developed taking into account the educational standard, the basic curriculum and the accumulated experience of correctional and pedagogical work with students with sensory-physical deprivation.
The national concept for the development of education in our country provides for the transition of mass schools to a twelve-year education. In this regard, there will be shifts in the system of education of children with developmental disorders. This extra year, which will serve to better assimilate the ever-increasing flow of educational information and relieve students, should be allocated not at the final school stage, but transferred to the elementary school, where the basic vitally important corrective skills of abnormal schoolchildren are laid. During this sensitive period of their development, we will get the greatest effect in the results of correctional and pedagogical work, we will better prepare children with developmental defects for the assimilation of a systematic course in the basics of science, and we will achieve a greater compensatory effect.
All of the above normative documents and materials are used to develop textbooks and teaching aids. For special schools, adapted manuals and textbooks are being created, in which the introduced methodological apparatus takes into account the peculiarities of the cognitive activity of children with mental and physical disabilities, and helps them in mastering school subjects.
Questions and tasks
1. How is the connection between the concepts of "correction", "compensation" of a defect and the content of education in schools for children with mental and physical disabilities?
2. How do the concepts of “content” and “methods” of teaching relate to each other, what is the correctional and pedagogical specificity of this ratio?
3. Try to identify the so-called "unpromising" subjects for blind and deaf students. Should they be taught in a special school?
4. What is the essence of differentiation and integration of the content of education in schools for children with sensory-physical developmental disabilities?
5. What components does the state educational standard include, how are they interconnected?
6. What is the essence and specificity of the development of a regional basic curriculum, how are its invariant and variable parts determined?
7. What regulatory documents are used to develop a working school curriculum in the subject?
8. What is the specificity of textbooks and teaching aids for students with special educational needs?
CHAPTER 2. PERCEPTIVE LEARNING METHODS AND THEIR CORRECTION
During the period of restructuring the system of general and special education, further improving the content, methods, organizational forms of teaching and educating schoolchildren, a deep and comprehensive analysis of all components of the pedagogical process is necessary.
Speaking about the methods of teaching children with developmental defects, about the problems of correctional work in relation to the subject study of the fundamentals of science in special schools, one should decide on the variety of teaching methods that exist in pedagogy, find out the specifics of using the methodological arsenal in working with abnormal children.
From a conceptual standpoint, a method can be defined as a way to achieve a set goal, solve a specific problem, a set of techniques and ways of knowing reality. It is impossible to consider a method as a subjective phenomenon, as a product of the consciousness of a person (individual). Yes, this is a method of practical and theoretical human action aimed at mastering an object, but the dialectical method characterizes this activity not within the framework of the absolutization of the laws of individual forms of the movement of matter and their distribution to all other forms of movement, but from the standpoint of knowledge of the universal laws of any development (nature, society, human thinking). And only didactics is a method of explaining the processes of development occurring in nature and in society, for interpreting the universal connections along the path of this development, since only dialectics is the most important form of thinking for modern science of science. But it does not reflect the significance of special methods that are used in various fields of science. Some of them are applicable to all areas of knowledge and become general scientific, others find a narrower application and are designed for the study of a strictly defined subject.
The process of cognition is a dialectical process, that is, the method of cognition is dialectics as the only true and scientific method. This process underlies the development of knowledge of all mankind, but, in addition, it is reflected in the development of knowledge of each individual, in his movement from ignorance to knowledge, from incomplete knowledge to more complete. The process of teaching students at school is reduced to a similar movement, the stages of cognition are largely inherent in the learning process. However, these two processes, despite the commonality of many provisions, also have a significant difference. With the identity of the content (acquisition of knowledge about the reality around us), the task of learning is reduced to the assimilation of already accumulated human experience, the student does not need to repeat the whole complex path of knowledge that mankind has passed while studying this or that material. Mixing the processes of cognition and learning can lead to a misunderstanding of the role and significance of the teacher, to an underestimation of the educational material and the role of the word in learning, to a superficial understanding of the role of personal and mediated experience as a criterion of truth.
With regard to today, the tasks of the school are expanding, they include not only the assimilation of accumulated human experience, but also the comprehensive development of the student's personality.
The modern social order of society, the new requirements for the school, determine the need to develop appropriate ways of teaching children. As a result, didactics single out the target side of the method (subjective) and content (objective).
Ever since the time of G. Hegel (1816) and from his submission, we have considered the teaching method as a form of content movement. In this regard, the structure of the teaching method is also clarified, which should consist of two interrelated parts. The first component contains the target settings of training, the second contains the content side - information on the subjects being studied.
If the teacher is limited to communicating knowledge of the subject to students, then this will be a one-sided superficial approach to learning. The teacher is obliged to include cognitive operations and logical techniques in the structure of methods: analysis and synthesis, comparison and generalization, abstraction and concretization, induction and deduction, etc.
Since we refer teaching methods to the category of purposeful activity with all the variety of techniques and methods of action, it is necessary to dwell on the role of the teacher and student, which are directly related to this activity. In pedagogical science, the role of the teacher is defined as leading and guiding, but it cannot be considered in isolation from the activities of the student. The methods of activity of the teacher and students in the educational process are interconnected, this is an ordered system that operates naturally. Departure from this pattern or its one-sided consideration can lead to impoverishment of the pedagogical and correctional processes, a decrease in the methodological value of the methods and techniques used for teaching and correcting the development of schoolchildren.
Teaching methods cannot be considered in isolation from teaching aids, which largely determine new directions in improving and updating methods (programmed learning, computerization, etc.). The means and methods of cognitive activity are interrelated to some extent, the diversity and updating of means leads to the correction of educational activities in terms of methods and methods of learning.
Improving the content of education in a special school, changing the goals, enriching the technical, methodological arsenal, etc., leads to the renewal of methods, to the emergence of new teaching methods. A continuously developing system of methods is a necessary methodological basis in pedagogical science, which ensures the continuity of the cognitive process, its development and improvement. This condition creates certain difficulties in the classification of teaching methods, but at the same time it develops a system-forming theory on this problem, emphasizing its multidimensionality and versatility.
The external form of the methods acts as a way of interaction between the teacher and the student using the word, the object of study and action. But in addition to the external side of the process, there is also an internal, managerial function of this method of interaction: the direction of the cognitive process, the organization and implementation of logical and mental operations, motivation, stimulation, control, correction, etc. A combination of perceptual (term by Yu. K. Baransky) methods learning (verbal, visual, practical), covering the external side of the process, with logical, psychological and managerial methods that characterize the internal activities of the teacher and student, ensures the implementation of all procedural functions. However, this functioning within the method is carried out purposefully with varying degrees of participation in the cognitive activity of students.
An integrated multifunctional approach to teaching methods ensures the optimal implementation of the goals of training, education and development of the student's personality. This triune task is contained in the definition of teaching methods, which is given in the studies of most didactics with one interpretation or another (Yu. K. Babansky, 1985; I. D. Zverev, 1985; D. M. Kiryushin, 1970; I. Ya. Lerner , 1981; N. M. Skatkin, 1971, etc.).
Thus, we formulate teaching methods as a system of methods of interrelated activities of the teacher and students aimed at achieving the goals of teaching, educating and developing the student's personality.
The variety of teaching methods requires some kind of classification, i.e., grouping on some common basis.
The oldest, established classification of teaching methods arose on the basis of techniques and methods of sensory perception of educational information. Previously, to generalize methods, they went from methods. The classification was based on the sources of knowledge and the nature of their assimilation by students. Depending on this, teaching methods were divided into verbal, visual and practical. This grouping was formed in the works of Ya. A. Comenius.
As didactics develops, the classification is based on various characteristics that reflect both the external and internal aspects of teaching methods.
In our country, in the 1940s and 1950s, a big discussion was unfolding on the problems of methods: creative approaches prevail, a departure from the universalization of methods, and the recognition of various combined characteristics in the classification of teaching methods.
B. P. Esipov and M. A. Danilov (1957, 1967) grouped the methods depending on the nature of the learning tasks: 1) the acquisition of new knowledge by students, 2) the formation of students' skills and abilities, 3) the practice of students in applying knowledge, 4 ) practice of students in creative activities, 5) consolidation of knowledge through repetition, 6) testing of knowledge, skills and abilities of students.
I. Ya. Lerner (1981) in the system of general didactic teaching methods identifies the following: 1) information-receptive, 2) reproductive, 3) problem presentation, 4) heuristic, 5) research. What is presented here is not a classification of methods, but the didactic methods themselves in their system, which thus become the object of classification. They, in turn, are divided into reproductive (1st and 2nd) and productive methods (3 - 5th). The character of the third, i.e. problematic, presentation is dual and has a transitional meaning. Thus, this system can also be considered as a classification of the totality of the student's methods for mastering the content of education and the totality of the teacher's methods organizing this assimilation.
Similar approaches to the problems of classifying teaching methods are expressed by M.N. Skatkin (1971) in his research.
Yu. K. Babansky (1985, 1988) proclaimed a holistic approach to the problem under consideration and identified three large groups of teaching methods: 1) methods of organizing and implementing educational and cognitive activities, 2) methods of stimulating and motivating educational and cognitive activities, 3) methods of control and self-control of educational and cognitive activity. The presented main groups of teaching methods are divided into subgroups, and they, in turn, are divided into separate teaching methods.
In didactics, there are studies by A. N. Aleksyuk, M. I. Makhmutov, E. I. Perovsky, S. G. Shapovalenko and a number of other scientists, which present their own versions of the classification of teaching methods and which in many respects have something in common with already developed systems .
The noted differences in points of view on the problem of methods reflect an objective picture of the development of didactics, emphasize a comprehensive and systematic approach to solving issues of teaching schoolchildren and using the accumulated methodological arsenal.
The shown multidimensionality of the problem of teaching methods becomes even more complicated when analyzing the issues raised from the standpoint of special didactics.
The principle of corrective orientation in teaching abnormal children presupposes a certain content of corrective work. T. V. Vlasova, 1972, pointed out this defining position in their studies; L. S. Vygotsky, 1983; A. P. Rozova, 1965; V. P. Ermakov, 1990; I. S. Morgulis, 1984; L. I. Solntseva, 1990; V. A. Feoktistova, 1983 and others.
The form of movement of specific content should be the method, therefore, correctional work should have its own methods, which largely determine the ways and directions of teaching students with developmental disabilities.
The theoretical analysis of teaching children with developmental defects requires consideration of the problem of the relationship between general didactic teaching methods and methods of correctional work, and determining the pedagogical status of the latter.
If we are talking about the right to the existence of methods of correctional work, then it is necessary to show the level of existence and implementation of these methods, the possibility of their scientific classification and the conditions for using them in a special school.
I. Ya. Lerner (1981, 4), on the basis of a historical approach to the problem of teaching methods, identifies four levels of consideration and existence of methods:
1. The level of receptions. The initial classification of external techniques carried out by the teacher and the student (students).
2. Particular level of consideration of methods (methods at the level of methods).
This level was formed as the development of teaching methods for individual academic subjects, differing both in teaching methods and their combinations.
3. Private didactic level.
This level is formed as a result of identifying common patterns for individual stages of learning (repetition, consolidation, verification ...).
4. General didactic level.
Any training and, accordingly, methods at all levels of their consideration are characterized by common features that characterize the conceptual provisions of methods and their classifications.
The fundamental provisions of the theory of methods are built taking into account the variety of methods of activity of the teacher, students and the arsenal of developed subject methods for teaching schoolchildren. The path of generalizing teaching methods at the initial stage should have a direction: from techniques and methods to didactics (private and general), and then from the general didactic level to rethinking and understanding individual methods.
The methods of corrective work must also go through the indicated stages and, in addition, be determined in the system of general didactic methods.
In defectological science (T. A. Vlasova, 1970; V. P. Ermakov, 1990; N. F. Zasenko, 1989; M. I. Zemtsova, 1973; V. P. Kashchenko, 1994; V. I. Kovalenko, 1962; N. B. Kovalenko, 1975; M. I. Nikitina, 1989; L. I. Plaksina, 1998; V. A. Feoktistova, 1977; K. Becker, M. Sovak, 1981, etc.) children are mainly divided into general and special (specific), and the classification of the latter is either absent or presented at the level of techniques and methods.
In the branches of correctional pedagogy (surdo-, typhlo-, oligophrenopedagogy, speech therapy), classification groups of special methods for teaching children with special educational needs have not yet been formed. At present, the accumulated volume of the nomenclature of methods of corrective work and the poverty of special means of correction do not allow us to consider in a broad aspect their combination into special methods. Logically, we can imagine the method as a set of methodological techniques, each of which does not have its own clear pedagogical goal, but is subject to the goal setting of the method. For example, the reception of an independent step-by-step examination of educational material will be related to the practical method of teaching mentally retarded students.
Thus, it is premature to talk about a special classification of remedial teaching methods (in the broadest sense). Moreover, the study of the fundamentals of science with children with developmental disabilities should be organized in such a way that the content of the correctional work is organically intertwined with the content of the material in the subjects. This will be the correct methodological approach to the peculiarities of teaching children with special educational needs.
The integrity of the learning process in a special school does not require the separation of correction lessons and lessons of studying program material in subjects, but a single purposeful process. Autonomous remedial classes aimed at developing special skills and abilities (without a close connection with the basics of the sciences) were rejected by both science and advanced pedagogical practice. Although individual elements of this utilitarian trend are still found today in the work of teachers of special schools (exercise lessons on identifying fruits and seeds, chemical and physical utensils and laboratory equipment, working tools in labor lessons, etc.).
One should not confuse the correctional orientation of subject teaching and the conduct of special remedial classes. The latter are aimed at overcoming a specific defect and are carried out autonomously. However, in their implementation, purely exercise methods, in isolation from the content of education, should be used extremely limitedly.
In the history of the development of special education, many researchers noted purely exercise classes in the recognition of various objects and the development of sensorimotor culture in children with physical and mental disabilities (I. Klein, I. Knee, M. Montessori, O. Decroly, F. Froebel, F. I Shoev and others). These classes, based on "sharply visual signs" (A. I. Skrebitsky) of objects and objects, had specific shortcomings. Yu. A. Kulagin (1969.67) wrote about this: “The disadvantage of such “visual studies” and collecting “all sorts of things” is isolation from general educational subjects, the lack of systematization of visual material and its correspondence to the knowledge acquired by children.”
Combining the content of the foundations of the sciences with the content of corrective work on subjects, we must thereby also find commonality in the forms of movement of this content, i.e., in methods. Without creating a specific classification of methods of remedial education and without artificially delving into the specifics of the problem, it is necessary to provide specific methods of remedial work that determine the remedial orientation of the educational process in the structure of general teaching methods, in a set of methodological techniques.
Special techniques used in teaching children with developmental disabilities can be systematized according to functional features and divided into four groups.
1. Techniques that ensure the availability of educational information for children with developmental disabilities.
Implementation of the necessary
correctional and developmental work
with students with disabilities
in a special (correctional) general education school (VIIIspecies)
Correctional and developmental work is an additional activity to the main educational process that contributes to the more effective development of the child, the disclosure and realization of his abilities in various fields. This work does not replace the education of a child with special educational needs, which is also of a correctional and developmental nature, but is included in the psychological, medical and pedagogical support of the child in the educational process.
Features of correctional and developmental work:
- creation of a positive psychological atmosphere;
- tasks are performed in a playful way;
- marks are not put, although the results of the development of the child are monitored at each lesson;
- to achieve a developing effect, it is necessary to repeatedly complete tasks by students, but at a higher level of difficulty.
Classes for the correction of defects in development are held in individual or group form. At each lesson, situations of success and praise are created that contribute to increasing the educational motivation and self-esteem of students, a sparing regimen and a differentiated approach are provided. Lessons are built taking into account the individual characteristics of children.
Psychological and pedagogical correction occupies a significant place in correctional and developmental work.
The main function of psycho-correction is to determine the conditions that are most conducive to the correct formation of the child's personality.
Psychocorrective measures become leading in cases when it comes to the primary prevention of school and social maladjustment of children whose individual psychological and neurophysiological characteristics require a special approach. A special direction of psychological correction is the development of cognitive activity, the prevention and elimination of disorders that impede normal development. Here, psychological correction is closely intertwined with pedagogical correction.
Pedagogical correction is aimed at eliminating gaps in knowledge, assimilation of individual subjects or their sections.
The general goal of correctional and developmental work is to promote the development of the child, create conditions for the realization of his inner potential, help in overcoming and compensating for deviations that hinder his development. Achieving this goal is possible only if the correctional and developmental work is built taking into account the age characteristics of children and the characteristics associated with the nature of ontogenesis disorders.
Corrective actions must be built in such a way that they correspond to the main lines of development in a given age period, rely on the characteristics and achievements characteristic of this age.
Firstly, the correction should be aimed at correcting and re-development, as well as compensation for those mental processes and neoplasms that began to take shape in the previous age period and which are the basis for development in the next age period.
Secondly, correctional and developmental work should create conditions for the effective formation of those mental functions that develop especially intensively in the current period of childhood.
Thirdly, correctional and developmental work should contribute to the formation of prerequisites for successful development at the next age stage.
Fourth, correctional and developmental work should be aimed at harmonizing the child's personal development at this age stage.
Correctional work should be built not as a simple training of skills and abilities, not as separate exercises to improve psychological activity, but as a holistic meaningful activity of the child, organically fitting into the system of his daily life relationships. In preschool age, the game is a universal form of correction. Game activity can be successfully used both to correct the child's personality and to develop his cognitive processes, speech, communication, and behavior. At school age, such a form of correction is a specially organized educational activity, for example, using the method of phased formation of mental actions. Both at preschool and at primary school age, such correctional and developmental programs are effective that include children in a variety of creative activities - visual, play, literary, labor, etc.
1. Development of attention.
The methodological technique proposed by the psychologist S.L. Kabylnitskaya, allows you to measure the individual attention of students. Its essence is to identify the lack of attention when detecting errors in the text. This work does not require special knowledge and skills from students. The activity they perform in this case is similar to that which they must carry out when checking their own dictations. Detection of errors in the text requires, first of all, attention and is not associated with knowledge of the rules. This is ensured by the nature of the errors included in the text: substitution of letters, substitution of words in a sentence, elementary semantic errors. The work is carried out as follows. Each student is given a text printed on a piece of paper and an instruction is given: “There are various errors in the text that you received. Find them and fix them." Each student works independently and is given a set amount of time to complete the task. When analyzing the results of this work, it is important not only to quantify the errors found, corrected and not detected, but also how the students perform the work: they immediately join the task, detecting and correcting errors as they read; they cannot turn on for a long time, at the first reading they do not find a single error; correct the right for the wrong, etc.
"Find the words"
Words are written on the board, in each of which you need to find another word hidden in it.
For example: laughter, wolf, pillar, scythe, regiment, bison, fishing rod, stranded, set, injection, road, deer, pie, tunic.
2. Development of thinking.
The development of thinking in primary school age has a special role.
With the beginning of learning, thinking moves to the center of the child's mental development (L.S. Vygotsky) and becomes decisive in the system of other mental functions, which, under its influence, become intellectualized and acquire an arbitrary character.
Assistance in the development of logical thinking is provided by the following exercises:
- “The fourth extra”: the task involves the exclusion of one object that does not have some sign that is common to the other three;
Riddles and logic tasks, puzzles.
3. Development of the imagination.
The creation of favorable conditions for the development of imagination in the work of children contributes to the expansion of their real life experience, the accumulation of impressions.
Unfinished figures.
Children are given sheets of paper with figures drawn on them (circles, squares, triangles, various broken lines, etc.). Each child should have the same set of figures. Children are offered to add anything to the figures in 5-10 minutes, so that object images are obtained, but at the same time try not to have the same drawings. Each such drawing can be signed by inventing an unusual name for it.
4. The development of speech.
Speech development is the most important aspect of general mental development in childhood. Speech is inextricably linked with thinking. As the child masters speech, he learns to adequately understand the speech of others, to express his thoughts coherently. Speech gives the child the opportunity to verbalize their own feelings and experiences, helps to carry out self-regulation and self-control of activities.
At primary school age, “a very significant acquisition of the child’s speech development is the mastery of written speech, which is of great importance for the mental development of the child” (S.L. Rubinshtein). This period accounts for active learning in reading (i.e., understanding written language) and writing (building your own written language). Learning to read and write, the child learns in a new way - connected, systematically, thoughtfully - to build his oral speech.
Learning poems.
Learning poetry contributes to the development of coherent speech, its expressiveness, enriches the active and passive vocabulary of the child, and helps to develop arbitrary verbal memory.
Retelling and storytelling.
Retelling stories, fables, watched movies and cartoons also contributes to the development of coherent and expressive speech of the child, enrichment of the vocabulary and development of arbitrary verbal memory.
An effective way to develop coherent speech is a child’s story, regularly provoked by an adult, about the events that happened to him during the day: at school, on the street, at home. Such tasks help to develop the child's attention, observation, memory.
If it is difficult for children to retell the read text, you can use the following technique - to offer to play the read story or fairy tale in faces. At the same time, the literary text is simply read for the first time, and before the second reading, the roles are distributed among the students (this technique can be successfully applied in the lesson). After the second reading, the children are invited to act out what they have read. This way of developing the ability to retell is based on the fact that, having received some kind of role, the child will perceive the text with a different motivational setting, which helps to isolate and memorize the main meaning, the content of what has been read.
The development of expressive, grammatically correct speech is significantly influenced by the child's listening to audio recordings of children's fairy tales, performances, etc. performed by actors who have mastery of the artistic word.
Word games enrich the child’s vocabulary, teach them to quickly find the right words (“do not go into your pocket for a word”), and update the passive vocabulary. Most of these games are recommended to be carried out with a time limit during which the task is performed (for example, 3-5 minutes). This allows you to add a competitive motive to the game and give it additional excitement.
1. "Complete the word."
A part of the word is called (books ...) and the ball is thrown. The child must catch the ball and complete the word (... ha).
2. Make up as many words as possible from the proposed set of letters:
a, k, s, o, i, m, p, t m, w, a, n, i, s, d, p
3. Name words that are opposite in meaning.
Healthy -
Loud -
4. "Inverted words."
The child is offered a set of words in which the letters are interchanged. It is necessary to restore the normal word order.
Example: MAIZ - WINTER.
5. Development of motor skills.
The development of motor skills plays an important role in mastering learning skills, especially writing. The latter is the most complex psychomotor skill, the successful development of which is based on the coordinated interaction of all levels of organization of movements (N.A. Bernshtein), as a rule, have already reached the necessary development by the beginning of primary school age.
I. Exercises for the development of fine motor skills of the hand and visual-motor coordination.
1. Drawing graphic samples (geometric figures and patterns of varying complexity).
2. Tracing along the contour of geometric figures of varying complexity with a consistent expansion of the radius of the stroke (along the outer contour) or its narrowing (stroke along the inner contour).
3. Cutting out figures from paper along the contour (especially the cutting is smooth, without taking the scissors off the paper).
4. Various types of visual activity (drawing, modeling, appliqué, etc.).
5. Working with a mosaic.
II. Games and exercises for the development of gross motor skills (strength, agility, coordination of movements).
1. Ball games (various).
2. Games like "Mirror": mirror copying of the poses and movements of the leader (the role of the leader can be transferred to the child, who himself comes up with the movements).
6. Correction of relations between children and adults.
The right relationship between children and adults is the most important factor in the development of the child. When this relationship is violated, the child experiences disappointment and is prone to various misconduct.
Focuses on the positive aspects and advantages of the child in order to strengthen his self-esteem;
Helps the child to believe in himself and his abilities;
Helps the child to avoid mistakes;
Supports the child in case of failure.
Corrective work with parents is to teach them to support the child, and for this, it may be necessary to change the usual style of communication and interaction with him. Instead of paying attention primarily to the mistakes and bad behavior of the child, the adult will have to focus on the positive side of his actions and the encouragement of what he does.
To support a child means to believe in him. Verbally and non-verbally, the parent communicates to the child that he believes in his strengths and abilities. A child needs support not only when he feels bad, but also when he feels good.
To create a full-fledged, trusting relationship with a child, an adult must be able to communicate effectively with him. Communication is a verbal and non-verbal process of conveying feelings, attitudes, facts, statements, opinions and ideas between people.
If adults are to create a relationship that satisfies them and the child, they must learn effective, responsible communication.
General rules for effective communication between an adult and a child
1. Talk to your child in a friendly, respectful tone. In order to influence the child, you must learn to restrain your criticism and see the positive side of communication with the child. The tone in which you address the child should show respect for him as a person.
2. Be both firm and kind. Having chosen the course of action, you should not hesitate. Be friendly and don't act like a judge.
3. Reduce control. Excessive control over children usually requires special attention from adults and rarely leads to success. More effective is calm, reflecting the reality of planning a course of action.
4. Support the child. The adult can support the child by acknowledging the child's efforts and contributions as well as his achievements, and by showing that he understands the child's feelings when things are not going well. Unlike rewards, support is needed even when the child is not successful.
5. Have courage. Changing behavior takes practice and patience. If some approach turns out to be unsuccessful, there is no need to despair, you should stop and analyze the experiences and actions of both the child and your own. As a result, the next time the adult will know better what to do in a similar situation.
6. Show mutual respect. Teachers and parents must demonstrate trust in the child, confidence in him and respect for him as a person.
It is very important that developmental correction be of a leading, anticipatory nature. It should strive not to exercise and improve what is already there, what has already been achieved by the child, but to the active formation of what should be achieved by the child in the short term in accordance with the laws and requirements of age development and the formation of personal individuality. In other words, when developing a strategy for corrective work, one cannot limit oneself to momentary needs for development, but it is necessary to take into account and focus on the development perspective.
The main achievements of the junior schoolchild are due to the leading nature of the educational activity and in many respects are decisive for the subsequent years of study: by the end of the primary school age, the child should want to learn, be able to learn and believe in himself.
Full living of this age, its positive acquisitions are the necessary basis on which the further development of the child is built as an active subject of cognition and activity. The main task of adults in working with children of primary school age is to create optimal conditions for the disclosure and realization of the capabilities of children, taking into account the individuality of each child.
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Correctional work
ORGANIZATION AND MAIN DIRECTIONS OF INDIVIDUAL-GROUP CORRECTIONAL CLASSES
Explanatory note
The purpose of teaching mass school students is the comprehensive, harmonious development of the individual. The formation of a civic position, active, creative inclusion in the life of society also determines the work of schools for children with developmental problems. The general laws of the development of such children and normally developing children also determine the general principles of their education. Thus, the basic didactic principles of teaching normal children are also valid in relation to the special school. However, these principles undergo changes, are refracted through the prism of the specific features of the mental and physical development of children with developmental problems, forming their own system, reflecting the specific conditions for the implementation of general didactic principles. ABOUTThe main principle of organizing the correctional orientation of the educational process involves an active influence on the sensory, mental and speech development of children. The direction and content of correctional work in a school for children with developmental disabilities is determined by a number of social order factors. The main principles of correctional work are based on understanding the relationship between the general and the particular in the development of the child, the relationship between biological and social learning and development, and the relationship between primary and secondary defects. The multifactorial nature of the determination of the correctional and educational process determines the complexity of the system of correctional work, the diversity of its structure at various stages of the child's education. The system of correctional work provides for conducting individual and group correctional classes of a general developmental and subject orientation with students. They are included in the Model Basic Curriculum of a General Educational Institution.
Correctional work is carried out within the framework of a holistic approach to the upbringing and development of the child. Work during the hours of individual-group lessons should be aimed at the general development, and not the training of individual mental processes or abilities of students. The starting principle for determining the goals and objectives of correction, as well as ways to solve them, is the principle of unity of diagnostics and correction of development. The tasks of corrective work can be correctly set only on the basis of a comprehensive diagnosis and assessment of the reserves of the child's potential, based on the concept of "zone of proximal development".
Tasks of corrective work:
Among the tasks of the correctional and developmental educational direction, the following stand out and have methodological support:
Development of cognitive activity of children (achieved by the implementation of the principle of accessibility of educational material, ensuring the "effect of novelty" in solving educational problems);
Development of general intellectual skills: methods of analysis, comparison, generalization, grouping and classification skills;
Normalization of educational activities, the formation of the ability to navigate the task, the education of self-control and self-esteem;
The development of a dictionary, oral monologue speech of children in unity with the enrichment of knowledge and ideas about the surrounding reality;
Logopedic correction of speech disorders;
Psychocorrection of the child's behavior;
Social prevention, the formation of communication skills, correct behavior.
The choice of optimal means and methods of correctional and pedagogical influence is impossible without a comprehensive and in-depth study of the causes of difficulties that arise in children in mastering curricula. The most reliable is the diagnosis, which is based on the data of the clinical-physiological and psychological-pedagogical study of the child, who is in adequate, most favorable learning conditions. Corrective classes are held with students as the teacher, psychologist and defectologist identify individual gaps in their development and learning.
When studying students, the following indicators are taken into account:
1. Physical condition and development of the child:
Dynamics of physical development (anamnesis);
The state of hearing, vision;
Features of the development of the motor sphere, violations of general motor skills (general tension or lethargy, inaccuracy of movements, paralysis, paresis, the presence of their residual effects);
Coordination of movements (features of gait, gesticulation, difficulty, if necessary, to maintain balance, difficulties in regulating the pace of movements, the presence of hyperkinesis, synkinesis, obsessive movements);
Features of working capacity (fatigue, exhaustion, absent-mindedness, satiety, perseverance, pace of work; an increase in the number of errors by the end of the lesson or with monotonous activities; complaints of a headache).
Features and level of development of the cognitive sphere:
Features of the perception of size, shape, color, time, spatial arrangement of objects (depth of perception, its objectivity);
Features of attention: volume and stability, concentration, the ability to distribute and switch attention from one type of activity to another, the degree of development of voluntary attention;
Features of memory: accuracy, constancy, the possibility of long-term memorization, the ability to use memorization techniques, individual features of memory; the predominant type of memory (visual, auditory, motor, mixed); predominance of logical or mechanical memory;
Features of thinking: the level of mastering the operations of analysis, comparison, synthesis (the ability to identify essential elements, parts, compare objects in order to identify similarities and differences; the ability to generalize and draw independent conclusions; the ability to establish cause-and-effect relationships);
Features of speech: pronunciation defects, vocabulary volume, formation of phrasal speech, features of the grammatical structure, the level of formation of intonation, expressiveness, clarity, strength and height of voice);
Cognitive interests, curiosity.
Attitude to educational activities, features of motivation:
Features of the "teacher-student" relationship, the student's reaction to comments, evaluation of his activities; awareness of one's failures in studies, attitude to failures (indifference, difficult experiences, desire to overcome difficulties, passivity or aggressiveness); attitude towards praise and blame;
The ability to exercise control over one's own activity according to a visual pattern, verbal instruction, algorithm; features of self-control;
Ability to plan your activities.
Features of the emotional-personal sphere:
Emotional-volitional maturity, depth and stability of feelings;
The ability to volitional effort;
The prevailing mood (gloom, depression, malice, aggressiveness, isolation, negativism, euphoric cheerfulness);
Suggestibility;
The presence of affective outbursts, a tendency to refuse reactions;
The presence of phobic reactions (fear of darkness, confined space, loneliness, etc.);
Attitude towards oneself (disadvantages, opportunities); features of self-esteem;
Relations with others (position in the team, independence, relationships with peers and elders);
Features of behavior at school and at home;
Behavioral disorders, bad habits.
Features of the assimilation of knowledge, skills and abilities provided by the program:
General awareness in the circle of everyday concepts, knowledge about oneself and about the world around;
Formation of reading, counting, writing skills according to age and class;
The nature of errors in reading and writing, counting and solving problems.
Tasks of correctional classes:
promotionthe level of general development of students;
filling gaps in previous development and training, individual work on the formation of insufficient knowledgemilitary training skills and abilities;
correction of deviations in the development of the cognitive sphere and speech;
directed preparation for the perception of new educational material.
The content of individual lessons should exclude a formal mechanical approach, “training” in the formation of individual skills. It is planned not so much to achieve a separate result (for example, to learn the multiplication table), but to create conditions for improving the developmental opportunities of the child as a whole. Two forms of corrective action can be distinguished: symptomatic, built in accordance with the identified symptoms of developmental deviations, and corrective, aimed at the sources and causes of developmental deviations. The second form of correction has unconditional priority over the first.
The study of the individual characteristics of students allows you to plan the timing of correctional work. Individual and group remedial classes are conducted by the main teacher of the class. During individual lessons, an educator, a speech therapist, and a psychologist work with free students.
The duration of classes with one student or group should not exceed 20 minutes. A group can include 3-4 students who have the same gaps in the development and assimilation of the school curriculum or similar difficulties in educational activities. Working with a whole class or a large number of students in these classes is not allowed.
When organizing remedial classes, it is necessary to proceed from the capabilities of the child: the task should lie in the zone of moderate difficulty, but be accessible, since at the first stages of remedial work it is necessary to provide the student with an experience of success against the background of a certain amount of effort. In the future, the difficulty of the task should be increased in proportion to the growing capabilities of the child.
The goal and results should not be too distant in time from the start of the task, they should be significant for students, therefore, when organizing corrective action, it is necessary to create additional stimulation (praise the teacher, competition, etc.).
During the period when the child cannot yet get a good grade in the lesson, it is important to create a situation for achieving success in an individual-group lesson. For this purpose, a system of conditional qualitative and quantitative assessment of the child's achievements can be used. The system of rewarding each correct answer with “tokens” (chips, stars, stickers, stamps, etc.) has proven itself well in the initial link. At the end of the lesson, the number of chips earned by each student is counted, and the one with the most is declared the best.
When preparing and conducting remedial classes, it is also necessary to remember the peculiarities of students' perception of educational material and the specifics of their motivation for activity. It is effective to use various kinds of game situations, didactic games, game exercises, tasks that can make learning activities more relevant and meaningful for the child.
The program of corrective work is aimed at:
overcoming the difficulties of students in educational activities;
mastering the skills of adapting students to society;
psychological, medical and pedagogical support for schoolchildren with learning problems;
development of the creative potential of students (gifted children);
capacity development of students with disabilities
The main directions of corrective work:
1. Improvement of movements and sensorimotor development:
Development of fine motor skills of the hand and fingers;
Development of calligraphy skills;
Development of articulatory motor skills.
2. Correction of certain aspects of mental activity:
Development of visual perception and recognition;
Development of visual memory and attention;
Formation of generalized ideas about the properties of objects (color, shape, size);
Development of spatial representations of orientation;
Development of ideas about time;
Development of auditory attention and memory;
The development of phonetic and phonemic concepts, the formation of sound analysis.
3. Development of basic mental operations:
Correlative analysis skills;
Grouping and classification skills (on the basis of mastering the basic generic concepts);
Ability to work according to verbal and written instructions, algorithm;
Ability to plan activities;
Development of combinatorial abilities.
4. Development of different kinds of thinking:
Development of visual-figurative thinking;
Development of verbal-logical thinking (the ability to see and establish logical connections between objects, phenomena and events).
5. Correction of violations in the development of the emotional and personal sphere (relaxation exercises for facial expressions, dramatization, role-playing, etc.).
6. Development of speech, mastering the technique of speech.
7. Expanding ideas about the world and enriching the dictionary.
8. Correction of individual gaps in knowledge.
Psychological and didactic principles of correctional work include:
Introduction to the content of training sections that provide for filling in the gaps of previous development, the formation of readiness for the perception of the most complex sections of the program;
The use of teaching methods and techniques with a focus on the "zone of proximal development" of the child, i.e. creating optimal conditions for the realization of his potential;
The corrective orientation of the educational process, which ensures the solution of the problems of general development, education and correction of the cognitive activity and speech of the child, overcoming individual developmental deficiencies.
The corrective orientation of education is provided by a set of basic subjects that make up the invariant part of the curriculum. In addition to mathematics and the Russian language, these include subjects such as familiarization with the outside world and the development of speech, rhythm, speech therapy, and labor training.
The introduction of these specially designed training courses makes it possible to ensure the maximum immersion of the child in an active speech environment, increase his motor activity, correct his emotional tone, and makes it possible to form the main stages of educational activity, incl. indicative stage and the stage of self-control and self-assessment, improve the motivation of educational and cognitive activity.
Frontal correctional work, carried out by the teacher in all lessons, makes it possible to ensure the assimilation of educational material at the level of requirements for knowledge and skills of the educational standard.
Methodological principles for constructing the content of educational material, aimed at ensuring the systematic assimilation of students' knowledge, include:
Strengthening the practical orientation of the studied material;
Isolation of the essential features of the studied phenomena;
Based on the life experience of the child;
Reliance on objective internal connections in the content of the studied material both within the same subject and between subjects;
Compliance with the principle of necessity and sufficiency in determining the volume of the studied material;
Introduction to the content of curricula of correctional sections, providing for the activation of cognitive activity, previously acquired knowledge and skills of children, the formation of school-significant functions necessary for solving educational problems.
An essential feature of the correctional-developing teaching and educational pedagogical process is individual-group work aimed at correcting individual shortcomings in the development of students. Such classes can have general developmental goals, for example, increasing the level of general, sensory, intellectual development, memory, attention, correction of visual-motor and optical-spatial disorders, general and fine motor skills, but they can also be subject-oriented; preparation for the perception of difficult topics of the curriculum, filling in the gaps of previous training, etc. A significant place is also occupied by speech therapy classes for children with speech disorders.
Concretizing the general didactic principle of correctional orientation, we can formulate the following principles of correctional work in the lower grades:
Rdevelopment of sensory experience.
Andintellectualization of educational and cognitive activity.
fformation of correlative activity.
atstrengthening the pedagogical leadership of the educational and cognitive activity of students.
The program of correctional work for grades 1 - 2 consists of 7 sections:
visual perception of color;
hpositive perception of form;
R
development of generalization, differentiation and comparison skills;
development of oral speech;
Rdevelopment of phonemic hearing and analysis
And for students in grades 3-4 from 5 sections:
visual perception of the form;
Rdevelopment of spatial representations and orientation;
development of temporal representations;
Rdevelopment of generalization, differentiation and comparison skills;
development of oral speech.
I . Visual perception of color
Students should be able to match the colored strips to the assignment; differentiate the primary colors of the spectrum, know the names of the primary colors of the spectrum; be able to see and name the colors and colors in nature; receive tones of the primary colors of the spectrum.
II . Development of phonemic hearing and analysis
Students should be able to distinguish phonemes by ear; to distinguish between vowels and consonants according to the method of sound formation and sound pronunciation; compose words with a given sound from a split alphabet; Students should be able to write sentences schematically; write words in a diagram.
III . Visual perception of the form
Students develop ideas about geometric shapes and their application in various fields of activity, as well as their construction.
IV . Development of spatial representations and orientation
Children learn to determine the location of elements, to synthesize the whole from parts. Students develop the ability to find different directions of the path, navigate the terrain,create a plan of the area, develops memory for spatial relationships.
V . Development of temporal representations
This program provides for the definitiontime by the hour, clarifying ideas about the change of seasons and months, and also provides for the use of students' personal experience in determining the sequence of events.
VI . Development of oral speech
The main functions of speech are revealed to students in an accessible form:
Speech is the most important means of communication between people;
Speech is a means of transmitting and assimilating certain information.
Children comprehend the meaning of speech in human life and gradually begin to master skills that help them use speech in all its functions.
VII . Development of communication skills, differentiation, comparison
Enrichment and refinement of the dictionary. Naming objects, characterizing them by signs. Comparison of objects, finding similar and distinctive features. Classification of objects according to the model, display, verbal instructions.
The content of the remedial work program is determined by the following principles:
— Respect for the interests of the child. The principle defines the position of a specialist who is called upon to solve the problem of the child with the maximum benefit and in the interests of the child.
— Consistency. The principle ensures the unity of diagnosis, correction and development, i.e. a systematic approach to the analysis of developmental features and correction of disorders in children with disabilities, as well as a comprehensive multi-level approach of specialists in various fields, interaction and coordination of their actions in solving the problems of the child; participation in this process of all participants in the educational process.
— Continuity. The principle guarantees the child and his parents (legal representatives) the continuity of assistance until the problem is completely resolved or an approach to its solution is determined.
— Variability. The principle involves the creation of variable conditions for the education of children with various disabilities in physical and (or) mental development.
The principle ensures observance of the rights of parents (legal representatives) of children with disabilities guaranteed by law to choose the forms of education for children, educational institutions,
protect the legitimate rights and interests of children, including the mandatory coordination with parents (legal representatives) of the issue of sending (transferring) children with disabilities to special (correctional) educational institutions (classes, groups).
Areas of work
The program of correctional work at the level of primary general education includes interrelated areas. These directions reflect its main content:
— diagnostic work ensures the timely identification of children with disabilities, their comprehensive examination and the preparation of recommendations for providing them with psychological, medical and pedagogical assistance in an educational institution;
— correctional and developmental work provides timely specialized assistance in mastering the content of education and correction of shortcomings in the physical and (or) mental development of children with disabilities in a general education institution; contributes to the formation of universal learning activities for students (personal, regulatory, cognitive, communicative);
— advisory work ensures the continuity of special support for children with disabilities and their families on the implementation of differentiated psychological and pedagogical conditions for training, education, correction, development and socialization of students;
— information and educational work is aimed at explanatory activities on issues related to the peculiarities of the educational process for this category of children, with all participants in the educational process - students (both with and without developmental disabilities), their parents (legal representatives), teachers .
Content Feature
Diagnostic work includes:
— timely identification of children in need of specialized assistance;
— early (from the first days of the child's stay in an educational institution) diagnosis of developmental disabilities and analysis of the causes of adaptation difficulties;
— comprehensive collection of information about the child based on diagnostic information from specialists in various fields;
— determination of the level of actual and zone of proximal development of a student with disabilities, identification of his reserve capabilities;
— study of the development of the emotional-volitional sphere and personal characteristics of students;
— study of the social situation of development and conditions of family education of the child;
— study of adaptive capabilities and the level of socialization of a child with disabilities;
— systemic versatile control of specialists over the level and dynamics of the development of the child;
— analysis of the success of correctional and developmental work.
Correctional and developmental work includes:
— selection of correctional programs/methods, methods and teaching methods that are optimal for the development of a child with disabilities in accordance with his special educational needs;
— organization and conduct by specialists of individual and group correctional and developmental classes necessary to overcome developmental disorders and learning difficulties;
— systemic impact on the educational and cognitive activity of the child in the dynamics of the educational process, aimed at the formation of universal educational activities and the correction of deviations in development;
— correction and development of higher mental functions;
— development of the emotional-volitional and personal spheres of the child and psycho-correction of his behavior;
— social protection of the child in cases of unfavorable living conditions under psychotraumatic circumstances.
Advisory work includes:
— development of joint reasonable recommendations on the main areas of work with students with disabilities, common for all participants in the educational process;
— advising teachers by specialists on the choice of individually-oriented methods and techniques of working with students with disabilities;
— advisory assistance to the family in matters of choosing an upbringing strategy and methods of corrective education of a child with disabilities.
Information and educational work includes:
— various forms of educational activities (lectures, conversations, information stands, printed materials),aimed at explaining to participants in the educational process - students (both with and without developmental disabilities), their parents (legal representatives), teachers - issues related to the peculiarities of the educational process and accompanying children with disabilities;
— holding thematic presentations for teachers and parents to explain the individual typological characteristics of various categories of children with disabilities.
Program Implementation Stages
Corrective work is being implemented in stages. The sequence of stages and their targeting create the necessary prerequisites for eliminating disorganizing factors.
The stage of collecting and analyzing information (information and analytical activities). The result of this stage is an assessment of the contingent of students to take into account the developmental features of children, determine the specifics and their special educational needs; assessment of the educational environment in order to meet the requirements of the software and methodological support, material, technical and human resources of the institution.
Stage of planning, organization, coordination (organizational and executive activity). The result of the work is a specially organized educational process, which has a correctional and developmental orientation and the process of special support for children with disabilities under specially created (variable) conditions for training, education, development, and socialization of the category of children in question.
Stage of diagnostics of the correctional and developmental educational environment (control and diagnostic activity). The result is a statement of the compliance of the created conditions and the selected correctional, developmental and educational programs with the special educational needs of the child.
Stage of regulation and adjustment (regulatory and corrective activity). The result is the introduction of the necessary changes in the educational process and the process of accompanying children with disabilities, the adjustment of conditions and forms of education, methods and techniques of work.
Program Implementation Mechanism
One of the main mechanisms for the implementation of correctional work is the optimally built interaction of specialists of an educational institution, which provides systematic support for children with disabilities by specialists of various profiles in the educational process. Such interaction includes:
— complexity in identifying and solving the problems of the child, providing him with qualified assistance from specialists in various fields;
— multidimensional analysis of the personal and cognitive development of the child;
— drawing up comprehensive individual programs for the general development and correction of certain aspects of the educational, cognitive, speech, emotional-volitional and personal spheres of the child.
Consolidation of the efforts of various specialists in the field of psychology, pedagogy, medicine, social work will provide a system of comprehensive psychological, medical and pedagogical support and effectively solve the problems of the child. The most common and effective forms of organized interaction of specialists at the present stage are consultations and support services of an educational institution that provide multidisciplinary assistance to a child and his parents (legal representatives), as well as an educational institution in resolving issues related to adaptation, training, education, development , socialization of children with disabilities.
As another mechanism for the implementation of correctional work, social partnership should be designated, which involves the professional interaction of an educational institution with external resources (organizations of various departments, public organizations and other institutions of society). Social partnership includes:
— cooperation with educational institutions and other departments on the issues of continuity of education, development and adaptation, socialization, health protection of children with disabilities;
— cooperation with the media, as well as with non-state structures, primarily with public associations of the disabled, organizations of parents of children with disabilities;
— cooperation with the parent community.
Requirements for the conditions for the implementation of the program
Psychological and pedagogical support:
— providing differentiated conditions (optimal mode of study loads, variable forms of education and specialized assistance) in accordance with the recommendations of the psychological, medical and pedagogical commission;
— providing psychological and pedagogical conditions (correctional orientation of the educational process; taking into account the individual characteristics of the child; maintaining a comfortable psycho-emotional regime; using modern pedagogical technologies, including information, computer ones to optimize the educational process, increase its efficiency, accessibility);
— provision of specialized conditions (promotion of a set of special learning tasks focused on the special educational needs of students with disabilities; introduction of special sections into the content of training aimed at solving the problems of child development that are absent in the content of education of a normally developing peer; the use of special methods, techniques, means training, specialized educational and correctional programs focused on the special educational needs of children; differentiated and individualized education, taking into account the specifics of a child's developmental disorder; a comprehensive impact on the student, carried out in individual and group correctional classes);
— ensuring health-saving conditions (improving and protective regime, strengthening physical and mental health, prevention of physical, mental and psychological overload of students, compliance with sanitary and hygienic rules and norms);
— ensuring the participation of all children with disabilities, regardless of the severity of their developmental disorders, together with normally developing children in educational, cultural, recreational, sports, recreational and other leisure activities;
— development of a system of education and upbringing of children with complex disorders of mental and (or) physical development.
Software and methodological support.
When organizing work in thisdirection, it is advisable to be guided by methodological recommendations developed at the federal level, taking into account the specifics of the educational and rehabilitation process for such children. Special (correctional) educational institutions can perform the functions of educational and methodological centers that provide methodological assistance to teachers of educational institutions of a general type, advisory and psychological and pedagogical assistance to students and their parents (legal representatives).
Programs, diagnostic and correctional and developmental tools necessary for the implementation of the professional activities of a teacher, a psychologist, a social pedagogue, a speech therapist, etc.
In cases of teaching children with severe mental and (or) physical development disorders according to an individual curriculum, it is advisable to use special (correctional) educational programs, textbooks and teaching aids for special (correctional) educational institutions (of the appropriate type), including digital educational resources .
Staffing.
An important point in the implementation of the corrective work program is staffing. Corrective work should be carried out by specialists of appropriate qualifications with specialized education, and teachers who have completed compulsory coursework or other types of professional training within the framework of the designated topic.
In order to ensure that children with disabilities master the basic educational program of primary general education, correct the shortcomings of their physical and (or) mental development, pedagogical rates (teachers-defectologists, teachers-speech therapists, pedagogues-psychologists, social pedagogues) should be introduced into the staffing table of educational institutions. etc.) and medical workers. The level of qualification of employees of an educational institution for each position held must correspond to the qualification characteristics for the corresponding position.
The specifics of the organization of educational and correctional work with children with developmental disabilities necessitates special training for the teaching staff of a general education institution. To do this, it is necessary to provide on an ongoing basis training, retraining and advanced training of employees of educational institutions involved in solving the issues of education of children with disabilities. The teaching staff of an educational institution should have a clear understanding of the features of the mental and (or) physical development of children with disabilities, of the methods and technologies for organizing the educational and rehabilitation process.
Logistics.
Logistics support consists in creating an appropriate material and technical base, which makes it possible to provide adaptive and correctional-developingenvironment of an educational institution, including proper material and technical conditions that provide an opportunity for unimpeded access of children with disabilities of physical and (or) mental development to the buildings and premises of an educational institution and the organization of their stay and education in an institution (including ramps, special elevators, specially equipped training places, specialized educational, rehabilitation, medical equipment, as well as equipment and technical means for training people with disabilities for individual and collective use, for organizing correctional and rehabilitation rooms, organizing sports and mass events, nutrition, providing medical care, health and therapeutic and preventive measures, household and sanitary and hygienic services).
Information Support.
A necessary condition for the implementation of the program is the creation of an information educational environment and, on this basis, the development of a distance form of education for children with mobility difficulties, using modern information and communication technologies.
It is mandatory to create a system of wide access for children with disabilities, parents (legal representatives), teachers to network sources of information, to information and methodological funds, suggesting the availability of methodological aids and recommendations in all areas and types of activities, visual aids, multimedia, audio and video materials.
Elena Gurieva
Correctional work of a teacher with children with speech disorders
In order to talk about the correctional-speech direction of work, we need to analyze the basic concepts of this topic.
Over the past two decades, the statistics of identified speech deviations has increased tenfold. The largest group - up to 60% of all children of preschool age - today are children with deviations in speech development.
If a child is silent, does not speak on his own, or speech formation is not age appropriate, he uses a primitive set of words with “porridge” in his mouth, or speaks an incomprehensible “bird” language, he belongs to non-speaking, speechless children who need corrective help.
General underdevelopment of speech- various complex speech disorders, in which the formation of all components of the speech system related to its sound and semantic side is impaired in children.
Correctional work is a system of special pedagogical techniques and activities aimed not only at correcting individual violations, but at shaping the personality as a whole. Correctional work is an addition to the main educational process, contributes to a more effective development of the child, disclosure and realization of his abilities in various fields.
The term has been used since the end of the 19th century, initially only in relation to mentally retarded children; in modern domestic defectology is interpreted more broadly: it is a single educational process, which includes training, education and development.
The purpose of correctional and developmental work- assistance in the development of the child, creation of conditions for the realization of his inner potential, assistance in overcoming and compensating for deviations that hinder his development. Achieving this goal is possible only if the correctional and developmental work is built taking into account the age characteristics of children and the characteristics associated with the nature of ontogenesis disorders.
Features of correctional and developmental work:
Creation of a positive psychological atmosphere;
All of us, parents, and all of us took our children to kindergartens, so we understand that as soon as you cross the threshold of an educational institution, you can feel the atmosphere of relaxedness or closeness, calm concentration or anxious tension, sincere fun or gloomy alertness.
To create conditions for a psychologically comfortable stay of a child in kindergarten, it is necessary:
Accept each child as he is, regardless of his personal qualities;
When communicating with a child, educators must use a whole range of communication skills and abilities necessary for pedagogical communication; the educator should try to see the individuality of each child, realize his emotional state, respond to experiences, take the position of the child, inspire confidence in himself.
The communication style of kindergarten employees must be built on the basis of cooperation and respect.
Tasks are performed in a playful way;
The leading and main activity of the preschooler is the game. This is a kind of processing of the received impressions. It is in the game that the thinking, emotions, communication, imagination, consciousness and speech of the child develop most intensively. It is in the game that children learn to control and evaluate themselves, to understand what they are doing.
Tracking the results of the development of the child is carried out at each lesson;
So we can assess the degree of advancement of a preschooler in the educational program, if necessary, revise the educational route.
To achieve a developing effect, it is necessary to repeatedly repeat and complete tasks.
Lack of concentration and rapid dispersion of attention, excessive mobility and emotional problems lead to the fact that it is difficult or impossible for them to immediately complete tasks on their own and achieve the desired results. Therefore, the educational material is subject to repeated consolidation.
General principles and rules of corrective work:
1. Individual approach to each student. We know that every child is unique. The individual characteristics of the child affect the assimilation of skills and abilities, the attitude towards others. When organizing the educational process, one should proceed from the capabilities of the child - the task should lie in the zone of moderate difficulty, but be accessible.
2. Prevention of the onset of fatigue. The use of alternation of mental and practical activities, the presentation of material in small doses, the use of interesting and colorful didactic material and visual aids.
3. The use of methods that activate the cognitive and speech activity of children. It is important to use learning that is non-coercive based on interest, success, trust, through the execution of tasks that are accessible in terms of pace and nature.
4. Manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development of faith in his own strengths and capabilities.
Among the skills that need to be formed in preschoolers, the skills of coherent speech deserve special attention, since the further development of the child and the acquisition of educational knowledge in the system of school education depend on the degree of their formation.
The level of speech that these children have - vocalizations, onomatopoeia and sound complexes, emotional exclamations, even individual fuzzy everyday words - allows us to say that the child does not have the skills of coherent speech.
For various reasons, there are more and more children with a lag in speech development. Most often, delayed speech development is not an independent disease, but a consequence of deviations in the development of the brain, the central nervous system.
More often, the disturbed sound pronunciation, which is most noticeable during the first communication with the child, is not the only manifestation of abnormal speech development. Other speech and non-speech functions are also impaired.
These include features of the development of visual-motor coordination, spatial representations, fine motor skills, a sense of rhythm, perception, attention, memory, and thinking. In addition, these children have no need for communication and pre-verbal means of communication are not developed; auditory attention and perception, phonemic hearing and articulatory apparatus, which ensure the formation of the sound side of speech, are not formed.
In the development of speech, the processes of non-speech, direct cognition, carried out through the sense organs: perception, attention, imagination, memory and thinking, play a paramount role. Namely, the lack of formation and underdevelopment of each of these processes can lead to a delay in the formation of speech as a means of communication.
It is important to understand that the child's brain is quite plastic, neuropsychic functions are in the process of continuous development and maturation, therefore, corrective work with children suffering from general underdevelopment of speech is ultimately aimed at stimulating the brain and developing mental functions. Completing tasks forces the child to analyze, compare and generalize. The child develops the ability to think. Regardless of the development of which component of the speech function (speech or non-speech) the performance of a particular task is aimed at, it is necessary that they be selected taking into account the individual intellectual and speech capabilities of the child. A task that is too difficult will cause a rapid loss of interest, and a task that is too easy will not allow expanding the child's cognitive abilities, compensating for the lag in the development of certain functions.
At the first stage, it is necessary to connect the word with the image of each object, its action, quality, properties. This is an examination of the studied subjects, carried out on a sensory basis; handling objects, pictures. For example, if an instruction is given to a child: take a cube, but the child does not know what it is; put a red cube on a green one, and he does not understand the meaning of the words red, green, but if he does not know the meaning of the preposition on, his actions will be unfocused. In all these cases, the instruction actually remains unexecuted.
In order for a word to evoke a certain image in memory, the child must already perceive this object quite clearly. For example, with the word cup, the child should remember exactly the cup, and not the glass, as is often the case with children in the category being studied. The same stage must be passed when mastering the designations of actions - verbs (set, pour, designation of qualities (colors, shapes, definition of sizes) and properties - adjectives (glassy, hot).
Thus, the absence or underdevelopment of speech is a systemic disorder that has a certain structure: the relationship of speech and non-speech symptoms, and includes the following components:
Development:
1. Motor skills (general, manual, finger, facial, articulatory);
2. Non-verbal mental functions (NPF)
Auditory and visual perception, attention, memory;
Optical-spatial relations and representations (orientation of the child relative to himself in space, in the scheme of his body);
3. Speech features:
Phonetic (sound pronunciation);
Phonemic (the ability to distinguish phonemes (sounds) of the native language);
Lexical structure of speech (vocabulary);
The grammatical structure of speech (inflection and word formation);
Semantic (semantic).
Consequently, the entire work of the teacher is the performance of tasks aimed at correcting all these components of the structure of the speech defect.
Correction and speech tasks:
1. Continuous improvement of articulatory, fine and general motor skills.
2. Development of correct speech breathing.
3. Fixing the pronunciation of the sounds delivered by the speech therapist.
4. Development of phonemic representations.
5. Purposeful activation of the used vocabulary.
6. Correct use of formed grammatical categories.
7. Development of attention, memory, logical thinking, as one of the functions of speech in games and exercises.
8. Formation of coherent speech.
These correctional speech tasks can be solved:
In the course of specially organized training of children in the form of classes;
Joint activities of an adult with children;
Free independent activity of children.
An important component of the environment is the correct speech of adults. “Before embarking on the responsible task of developing the speech of your pupils, ... you should take care of the development of your speech,” reminds educators Elizaveta Ivanovna Tikheeva (Russian and Soviet teacher, the largest specialist in preschool education of children). It should be clear, extremely intelligible, well-toned, expressive. When addressing children, complex inverted constructions, repetitions, introductory words that complicate the understanding of speech should be avoided.
Methodological requirements for adult speech
Speech must be absolutely correct, literary;
In form and tone, speech should always be impeccably polite;
The structure of speech should be coordinated with the age of the children: the smaller the child, the simpler the syntactic structure of the speech addressed to him should be;
Adult speech should meet such criteria as accuracy, clarity, simplicity, emotional expressiveness, imagery, measured tempo and sufficient (but not excessive) loudness.
Certain requirements must be observed with regard to the correction of errors in children's speech: they must be made in a tactful, gentle manner and only with confidence that the correction will reach the children's consciousness. “To correct hastily, in passing, in the midst of work, play, when children are passionate about something, in no case is it possible,” warns E. I. Tikheeva. “At best, such amendments go to waste; at worst, they annoy children.”
The process of teaching children with general underdevelopment of speech has a number of features, and depends on many factors, one of them is knowledge about the severity and structure of the speech defect. Description of the causes (etiology, structure and manifestations of general underdevelopment of speech belongs to the field of special knowledge, but this knowledge is important for the educator, without them full-fledged correctional and educational work is impossible. Without sufficient information about the speech and intellectual characteristics of children with speech disorders, it is difficult to establish trusting relationship with an individual child, take into account his emotional state, separating the elements of pedagogical neglect from the manifestations of neurological symptoms, properly organize the educational process and create a subject-developing environment.
In the job description of the educator of correctional groups, all aspects of working with children with speech pathology should be spelled out.
The teacher should know:
Psychological and pedagogical features of children with OHP
Educational program of education and training of preschool educational institution and an adapted program of correctional direction;
In order to fulfill the functions assigned to him, the educator must:
Carry out - correctional work on the instructions of the teacher - speech therapist (defectologist);
Organize work to provide a developing environment in the group, participate in its transformation in accordance with the age needs of children, their level of development and the requirements of ongoing programs;
One of the main conditions for the quality of corrective speech influence is the sincere interest of the teacher in its results, the desire to help the child and the constant readiness to provide him with the necessary assistance and support in cases of difficulty. Children for the most part have a super-vulnerable nervous system and are sensitive not only to the content, but also to the form, intonation design of the speech addressed to them. Therefore, the attitude of the child himself to the measures of the proposed pedagogical assistance and the motivation to accept it depend on the level of professional skill, general and speech culture, tact, patience of the educator, but at the same time - on his perseverance, consistency in work.
The earlier correctional and educational work is started, the more successfully the defect is overcome.
How to start planning educational work in groups for children with ONR? First of all, it is necessary to adapt a child with speech pathology to new, unusual conditions for him to stay, to new premises of group rooms, bedrooms, and so on, that is, to create psychological comfort, which we talked about earlier.
The organization of a subject-spatial developing environment is very important in the formation of higher mental functions in a child with problems in the development of speech. Organizing a subject-developing environment in a group room, we are guided by the age and psychological characteristics of preschoolers with general underdevelopment of speech. It is necessary to focus on the development of the vocabulary, on the assimilation of concepts. The situation in the group should be aimed at activating the speech of children, speech communication and speech creativity. You should not overload the corners, as this makes it difficult for a child to choose games - it is better to change equipment once a week, make changes to the developing environment, depending on the lexical topic studied during the week.
Didactic material in the speech center:
Material on the development of articulation motor skills (subject pictures-supports; articulation patterns of the scheme; articulation gymnastics in albums for a certain sound; articulation gymnastics in verses and pictures; cotton buds, cotton pads)
Aids for the development of breathing (multi-colored balls; sultans; paper snowflakes; turntables - pencils; foil bells on a string, etc.)
Aids for the development of fine motor skills (dry pool; massage rollers, balls, clothespins, stencils; finger games; various material for composing letters)
Material on onomatopoeia (noise instruments; sound boxes; children's musical instruments: piano, harmonica, drums, pipe, tambourine, rattle, bells, rattles; subject, plot pictures for pronouncing sounds and their automation; sounders of vowels and consonants (houses for solid and soft sounds); individual aids for sound-letter analysis; word schemes; sound tracks, sound ladder; albums on the syllabic structure of the word)
Games and manuals for automating sounds (small toys; subject pictures; plot pictures; various types of theaters; albums for each sound; speech therapy albums for automating various sounds; tongue twisters, poems, nursery rhymes, tongue twisters; sound characterization scheme; word scheme)
Games on vocabulary and grammar (subject pictures on lexical topics)
Games for the development of coherent speech (a series of plot pictures; different types of theater; tongue twisters, poems, nursery rhymes, tongue twisters; a library of children's books, etc.)
Literacy material - (magnetic board; sets of magnetic letters; cash desks of letters and syllables; cubes "ABC in pictures", "Learn to read", "Smart cubes", "Syllabic cubes").
The object-spatial developing environment creates opportunities for expanding the interaction of a preschooler with adults and peers and allows you to include all the children of the group in cognitive activity at the same time. Informal communication with peers and a teacher during game interaction has a positive effect on the development of the child's speech and his intellectual development in general, as it is carried out in the form of a game that is interesting to the child, giving him complete freedom of action.
In this case, the teacher does not stop the children, does not suppress their desire to speak out, but rather supports the initiative, expands the content of the conversation with questions, arouses interest in the topic of the conversation, deepens the child's understanding of the topic as a whole and the individual words used, and involves other children in the conversation.
If necessary, the teacher tactfully corrects the child's speech. It must be remembered that the teacher's speech is a model for children with speech disorders. Correcting the mistake, the teacher gives a speech sample and invites the child to pronounce the word correctly. It is important that children, under the guidance of a teacher, learn to hear grammatical and phonetic errors in their speech and correct them on their own. To do this, the teacher draws the child's attention to his speech, encourages him to self-correct mistakes.
Initially, when children's speech is slurred, unintelligible, distorted, it is not recommended to demand detailed statements from children. As speech defects are corrected, it becomes possible to demand from children more complete answers, stories: developing the skills of dialogic speech, over the development of the structure of the phrase, over the formation of the ability to compose a story based on a series of plot pictures, from a plot picture, from memory, descriptive, comparative stories.
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