Correctional developmental education for children with mental retardation. Educational and developmental orientation of education

Ordinary children have many ways of learning: they observe what is happening around, imitate other children and adults, use memory and logic.

Methods of teaching children with mental retardation

The child perceives not only the words of others, but also their facial expressions and gestures. However, a mentally retarded baby is not able to capture many of these nuances, so you need to simplify the ways of expressing your thoughts as much as possible. Vague gestures, unfinished sentences and complex ideas will only confuse the baby.

Friendship with people of all ages, within and outside the family, plays important role in the development of a mentally retarded child.

It's the same with actions. What seems very simple to a normal child - eating, dressing - can cause big problems in a mentally retarded child who is not able to remember how he did it yesterday and why it should be done at all.

The most acceptable way to teach such a child everyday skills is to break the work into several simple stages and teach each stage separately, moving on to the next only after the previous one has been firmly mastered. It takes a lot of time, but it allows you to achieve a sustainable result.

For example, for a child to eat with a spoon, he needs to be taught several separate actions: correctly hold a spoon, scoop up food with a spoon, bring it to your mouth, open your mouth, take food from a spoon and chew it, return the spoon to the plate. The same with dressing. Putting on trousers, for example, can be broken down into the following steps: open the closet, take the trousers, turn them correctly, put them on one leg, then the other, pull them on.

Since mentally retarded children often do not understand why they are asked to do what they are asked, they are in dire need of tokens of approval. A simple "well done" is not enough here. the best way there will be hugs, kisses and many words of praise. A reward in the form of a favorite sweet will also help the learning process.

Games for mentally retarded children

According to pediatricians, games are the most main part child's life. Playing alone, he learns to be independent, and in playing with other children he acquires social skills. But some mentally retarded children don't know how to play. And in this they need help - otherwise they will be deprived of vital experience.

In particular, the complexity of toys should correspond not to age, but to the real level of development of the child. It is worth starting with toys that impress the personality of the child. For example, if he likes loud noises, a plastic mallet may be suitable, with which you can hammer "nails" into the hole. You will need to take the time to show your child how to use the toy, but eventually he will be able to use it himself.

the group consisted of 11 people, and the control group - 16 points were introduced: I category (satisfactory -

athletes, which then decreased to 14 points) - 3 points, candidate master of sports of Russia

lovek due to non-participation in competitions for various (good) - 4 points, master of sports of Russia (excellent reasons for two wrestlers. After weighing but) - 5 points.

determined for each the amount of weight loss Before the tournament in the control group skill

(from 2 to 3 kg) - on average 2.7 (2.680±0.095) kg and was slightly higher than in the experimental -

built graphs of weight loss with individual 3.57 and 3.36, respectively (differences are unreliable for each participant in the experiment step, ny). Performance at competitions revealed the following

but not more than 0.5 kg/day. The composition of the experimental results - the sportsmanship of the participant

group: 7 wrestlers of the 1st category and 4 candidates for wrestlers of the experimental group reliably (P

master of sports of Russia, and control - 8 candidates< 0.001) повысилось от 3.360±0.095 до 3.910±0.050

Comrade in the master of sports and 6 wrestlers of the 1st category. and reliable (P< 0.05) стал выше, чем в контроль-

After the official weigh-in before the competition group (3.71±0.07).

innovations to each of the participants in the experiment. In a special experiment, it was proved that the

a 15-minute recovery work technique for weight loss and recovery was carried out

procedure. wrestlers' working capacity in preparation for

According to the results of the competition protocols, the participation in competitions is effective

whether the places occupied by the participants of the experimental and contribute to the formation of the readiness of the wrestlers

and control groups. In the control group, it is lower than competitions within the boundaries of the chosen weight category.

weight loss averaged 2.5 (2.460±0.063) kg. categories.

To determine the skill of athletes by us Received 08/06/2008

Literature

1. Polievsky S.A., Podlivaev B.A., Grigorieva O.V. Regulation of body weight in martial arts and dietary supplements. M., 2002.

2. Yushkov O.P., Shpanov V.I. Sports wrestling. M., 2000.

3. Balsevich V.K. Methodological principles research on the problem of selection and sports orientation // Theory and Practice physical culture. 1980. № 1.

4. Bahrakh I.I., Volkov V.M. The relationship of some morphological and functional indicators with the proportions of the body of boys of puberty. Teoriya i praktika fizicheskoy kultury. 1974. No. 7.

5. Groshenkov S.S., Lyassotovich S.N. On the forecast of promising athletes according to morphofunctional indicators // Teoriya i praktika fizicheskoy kul'tury. 1973. No. 9.

7. Nyer B. Mogrydodepeubsie university undep an a t ap d n d e d e n d e n<Л1сИеп т Ьгг РиЬегМ // Ното. 1968. № 2.

8. Mantykov A.L. Organization of the educational and training process of qualified wrestlers with a decrease in body weight before competitions. Abstract of diss. for the degree of candidate of pedagogical sciences. 13.00.04. Ulan-Ude, 2003.

9. Nikityuk B.A., Kogan B.I. Adaptation of the athlete's skeleton. Kyiv, 1989.

10. Petrov V.K. Everyone needs strength. M., 1977.

11. Ionov S.F., Shubin V.I. Decrease in body weight before the competition // Sports wrestling: Yearbook. 1986.

12. Mugdusiev I.P. Hydrotherapy. M., 1951.

13. Parfenov A.P. Physical remedies. Guide for doctors and students. L., 1948.

UDC 159.923.+159

G.N. Popov

PROBLEMS OF TEACHING CHILDREN WITH MENTAL RELATED

Tomsk State Pedagogical University

Mentally retarded (retarded) children - most of all - include a very heterogeneous mass of children, a more numerous category of abnormal children. which are united by the presence of brain damage,

They make up approximately 1-3% of the total child's diffuse, i.e. widespread,

populations. The concept of "mentally retarded child" is, as it were, a "spilled" character. Morphological

changes, although with unequal intensity, capture many areas of the cerebral cortex, disrupting their structure and functions. Of course, such cases are not excluded when a diffuse lesion of the cortex is combined with individual more pronounced local (limited, local) disorders, with different distinctness of pronounced deviations in all types of mental activity.

The overwhelming majority of all mentally retarded children - pupils of an auxiliary school - are oligophrenics (from the Greek "foolish"). Damage to the brain systems, mainly the most complex and late-forming structures that cause underdevelopment and disorders of their psyche, occurs at early stages of development - in the prenatal period, at birth or in the first years of life, i.e. until the full development of speech. In oligophrenia, organic brain failure is residual (residual), non-progressive (non-aggravating) in nature, which gives grounds for an optimistic prognosis.

Already in the preschool period of life, the painful processes that took place in the brain of an oligophrenic child stop. The child becomes practically healthy, capable of mental development. However, this development is carried out abnormally, since its biological basis is pathological.

Oligophrenic children are characterized by persistent disturbances in all mental activity, which are especially clearly manifested in the sphere of cognitive processes. Moreover, there is not only a lag behind the norm, but also a deep originality of both personal manifestations and cognition. Thus, the mentally retarded cannot in any way be equated with normally developing younger children, they are different in many of their manifestations.

Oligophrenic children are capable of development, which essentially distinguishes them from weak-minded children of all progressive forms of mental retardation, and although the development of oligophrenic people is slow, atypical, with many, sometimes sharp deviations, nevertheless, it is a progressive process that introduces qualitative changes in the mental activity of children, in their personal sphere.

The mental structure of a mentally retarded child is extremely complex. The primary defect gives rise to many other secondary and tertiary abnormalities. Violations of the cognitive activity and personality of the oligophrenic child are clearly detected in its most diverse manifestations. Defects in cognition and behavior involuntarily attract the attention of others.

However, along with shortcomings, these children also have some positive opportunities, the presence of which serves as a support that ensures the development process.

The position on the unity of the laws of normal and abnormal development, emphasized by L.S. Vygotsky, gives reason to believe that the concept of the development of a normal child in general can be used in interpreting the development of mentally retarded children. This allows us to talk about the identity of the factors affecting the development of a normal and mentally retarded child.

The development of oligophrenics is determined by biological and social factors. Among the biological factors are the severity of the defect, the qualitative originality of its structure, the time of its occurrence. It is necessary to take them into account when organizing special pedagogical influence.

Social factors are the immediate environment of the child: the family in which he lives, adults and children with whom he communicates and spends time, and, of course, the school. Domestic psychology affirms the provisions on the leading role in the development of all children, including the mentally retarded, the cooperation of the child with adults and children who are next to him, and education in the broadest sense of this term. Properly organized education and upbringing, adequate to the capabilities of the child, based on the zone of its proximal development, is especially important. It is this that stimulates the advancement of children in general development.

Special psychology suggests that upbringing, education and labor training for mentally retarded children are even more significant than for normally developing ones. This is due to the much lesser ability of oligophrenics to independently receive, comprehend, store and process information received from the environment, i.e. less than normal, the formation of various aspects of cognitive activity. The reduced activity of a mentally retarded child, a much narrower range of their interests, as well as other peculiar manifestations of the emotional-volitional sphere, are also of certain importance.

For the advancement of an oligophrenic child in general development, for the assimilation of knowledge, skills and abilities, specially organized training and education is essential. Staying in an ordinary mass school often does not bring him any benefit, and in a number of cases leads to serious consequences, to persistent, sharply negative shifts in his personality. Special training for

aimed at the development of mentally retarded children, provides primarily for the formation of higher mental processes in them, especially thinking. Defective thinking in oligophrenics is revealed especially sharply and, in turn, slows down and makes it difficult to understand the world around. At the same time, it has been proven that the thinking of an oligophrenic undoubtedly develops. The formation of mental activity contributes to the advancement of a mentally retarded child in general development and thereby creates a real basis for the social and labor adaptation of graduates of an auxiliary school.

Speech serves as an instrument of human thinking, a means of communication and regulation of activity. All mentally retarded children, without exception, have more or less pronounced deviations in speech development, which are found at various levels of speech activity. Some of them can be corrected relatively quickly, while others are smoothed out only to some extent, manifesting themselves under complicated conditions. Oligophrenics are characterized by a delay in the formation of speech, which is found in a later than normal understanding of speech addressed to them and in defects in its independent use. Speech underdevelopment can be observed at various levels of speech utterance. It is found in the difficulties that occur in mastering pronunciation, which are widely represented in the lower grades. This gives grounds to talk about the later and defective, compared with the norm, the development of phonemic hearing in oligophrenic children, which is so important for learning to read and write, about the difficulties that arise when it is necessary to accurately coordinate the movements of the speech organs.

Deviations from the norm also occur in the assimilation of the vocabulary of the native language. The vocabulary is poor, the meanings of words are not sufficiently differentiated. The sentences used by oligophrenic children are often built primitively, not always correctly. They contain various deviations from the norms of the native language - violations of coordination, control, omissions of members of the sentence, in some cases - and the main ones. Complex, especially complex sentences, begin to be used late, which indicates difficulties in understanding and reflecting various interactions between objects and phenomena of the surrounding reality, and allows us to speak about the underdevelopment of children's thinking.

For the social adaptation of a person, it is very important to communicate with other people, the ability to enter into a conversation and support it, i.e. a certain level of dialogue formation is required

Czech speech. The education of mentally retarded children is largely based on the processes of memory, which has many peculiar features. The volume of material memorized by the students of the auxiliary school is significantly less than that of their normally developing peers. Moreover, the more abstract this material is, the less children remember it. The accuracy and strength of memorization of both verbal and visual material is low. The memorization of texts, even simple ones, suffers from imperfections among schoolchildren, since they are not sufficiently able to use mnemonic techniques - to divide the material into paragraphs, to highlight the main idea, to identify key words and expressions, to establish semantic connections between parts, etc.

Significant deviations from the norm can be seen by studying how mentally retarded children perceive the objects around them. Currently, the most studied is the visual perception of oligophrenics, with the help of which they receive a significant part of the information about the environment. It has been established that the visual perception of secondary school students is inhibited. And this means that in order to see and recognize a familiar object, students need more time than their normally developing peers. This is an important feature that has a certain influence on the orientation of children in space and, probably, on the process of learning to read.

Especially difficult for oligophrenics is the active adaptation of perception to changing conditions. Because of this, they incorrectly recognize inverted images of well-known objects, mistaking them for other objects that are in their usual position.

Significant deviations take place not only in cognitive activity, but also in the personality manifestations of mentally retarded children. Human personality is a product of socio-historical development. It is formed in the course of diverse interactions with the environment. Since the interaction of the oligophrenic child with the environment is changed due to intellectual inferiority, his personality is formed in peculiar conditions, which is revealed in various aspects.

In the totality of the diverse mental traits of a person, a significant place belongs to the will. Will is the ability of a person to act in the direction of a consciously set goal, overcoming the obstacles that arise. Often a volitional act includes a struggle of multidirectional tendencies. The decisive role in volitional processes is played by the mental construction of

future situation, the activity of the internal plan, which determines the result of the struggle of motives and the decision in favor of a volitional act. In mentally retarded children, who are characterized by sharp disturbances in thinking, volitional processes suffer significantly. This feature has attracted the attention of psychologists for a long time and was included as one of the characteristic features for this category of abnormal children in their general characteristics.

Closely related to the problem of will is the problem of emotions. Emotions reflect the meaning of phenomena and situations and manifest themselves in the form of direct experiences - pleasure, joy, anger, fear, etc. Our attitude towards other people, as well as the assessment of our own actions, the degree of activity of thinking, features of motor skills, movements largely depend on emotions. Emotions can in some cases induce a person to action, in others they interfere with the achievement of goals.

The formation of emotions is one of the most important conditions for the formation of a person's personality. The development of the emotional sphere is facilitated by the family, the whole life that surrounds the child and constantly affects him, and especially schooling. Emotions are directly related to the intellect. L.S. Vygotsky emphasized the idea that thinking and affect are different aspects of a single human consciousness, that the course of a child's development is based on changes occurring in the ratio of his intellect and affect.

Understanding the facial expressions and expressive movements of the characters depicted in the pictures causes significant difficulties in mentally retarded children. Often children give distorted interpretations, complex and subtle experiences are reduced to more

simple and elementary. This phenomenon is to a certain extent connected with the poverty of the vocabulary of oligophrenics, but is not limited to it. Adult help offered in the form of questions is not effective in all cases.

The study of the emotional sphere of mentally retarded adolescents with behavioral difficulties showed that the main cause of such conditions is the painful experience of a sense of one's own inferiority, often complicated by infantilism, an unfavorable environment, and other circumstances. Children have little control over their emotional manifestations and often do not even try to do so.

The formation of the personality of a mentally retarded child is directly related to the formation in him of a correct awareness of his social status, with self-esteem and the level of claims. The most important role is played by the relationship of the child with others, his own activities, as well as biological characteristics. Self-esteem and the level of claims of mentally retarded children are often not quite adequate. Many children overestimate their abilities: they are sure that they have a good command of knowledge, skills and abilities, that they are capable of various, sometimes quite complex tasks.

Significant positive shifts occur in the self-awareness of children by the senior years of education. They more correctly assess themselves, their actions, character traits, academic achievements, to confirm the correctness of their judgments, they give specific, often adequate examples, while revealing a certain self-criticism. In assessing their intelligence, children are less independent. Usually they identify it with school success.

Received May 16, 2008

Literature

1. Strebeleva E.A. Special preschool pedagogy. M., 2002.

2. Rubinshtein S.Ya. Psychology of a mentally retarded student. M., 1986.

3. Zeigarnik B.V. Psychology of personality: norm and pathology. M., 1998.

4. Zak A.Z. The development of mental abilities of younger students. M., 1994.

5. Gavrilushkina O.P. On the organization of the upbringing of children with mental deficiencies. M., 1998.

7. Petrova V.G., Belyakova I.V. Who are children with developmental disabilities? M., 1998.

Rehabilitation and socialization of children with mental retardation - ( video)

Exercises and physiotherapy ( exercise therapy) for children with mental retardation - ( video)
Recommendations to parents regarding the labor education of children with mental retardation - ( video)

The prognosis for mental retardation - ( video)

Is a child given a disability group for mental retardation? -( video)
Life expectancy of children and adults with oligophrenia

Treatment and correction of mental retardation ( how to treat oligophrenia?)

Treatment and correction mental retardation ( mental retardation) is a complex process that requires a lot of attention, effort and time. However, with the right approach, you can achieve some positive results within a few months after the start of treatment.

Can mental retardation be cured? diagnose mental retardation)?

Oligophrenia is incurable. This is due to the fact that under the influence of causal ( provoking the disease) factors damage occurs to certain parts of the brain. As you know, the nervous system especially its central part, that is, the brain and spinal cord) develop in the prenatal period. After birth, the cells of the nervous system practically do not divide, that is, the ability of the brain to regenerate ( recovery after damage) is almost minimal. Once damaged neurons ( nerve cells) will never be restored, as a result of which once developed mental retardation will remain in the child until the end of his life.

At the same time, children with a mild form of the disease respond well to therapeutic and corrective measures, as a result of which they can receive minimal education, learn self-care skills, and even get a simple job.

It is also worth noting that in some cases, the goal of therapeutic measures is not to cure mental retardation as such, but to eliminate its cause, which will prevent the progression of the disease. Such treatment should be carried out immediately after the identification of a risk factor ( for example, when examining the mother before, during, or after childbirth), since the longer the causative factor affects the baby's body, the more profound thought disorders he may develop in the future.

Treatment for the cause of mental retardation may include:

For congenital infections- with syphilis, cytomegalovirus infection, rubella and other infections, antiviral and antibacterial drugs may be prescribed.
With diabetes in the mother.
In case of metabolic disorders– for example, with phenylketonuria ( violation of the metabolism of the amino acid phenylalanine in the body) eliminating foods containing phenylalanine from the diet can help solve the problem.
With hydrocephalus- surgery immediately after the detection of pathology can prevent the development of mental retardation.

Finger gymnastics for the development of fine motor skills

One of the disorders that occur in mental retardation is a violation of fine motor skills of the fingers. At the same time, it is difficult for children to perform precise purposeful movements ( such as holding a pen or pencil, tying shoelaces, and so on). Finger gymnastics, the purpose of which is the development of fine motor skills in children, will help to correct this shortcoming. The mechanism of action of the method lies in the fact that frequently performed finger movements are “remembered” by the child’s nervous system, as a result of which in the future ( after multiple workouts) the child can perform them more accurately, while spending less effort.

Finger gymnastics may include:

Exercise 1 (finger counting). Suitable for children with mild mental retardation who are learning to count. First you need to fold your hand into a fist, and then straighten 1 finger and count them ( aloud). Then you need to bend your fingers back, also counting them.
Exercise 2. First, the child should spread the fingers of both palms and place them in front of each other so that only the fingertips touch each other. Then he needs to bring his palms together ( that they also touch), and then return to the starting position.
Exercise 3 During this exercise, the child should fold his hands into the castle, while first the thumb of one hand should be on top, and then the thumb of the other hand.
Exercise 4 First, the child should spread the fingers of the hand, and then bring them together so that the tips of all five fingers gather at one point. The exercise can be repeated many times.
Exercise 5 During this exercise, the child needs to clench his hands into fists, and then straighten his fingers and spread them, repeating these actions several times.

It is also worth noting that the development of fine motor skills of the fingers is facilitated by regular exercises with plasticine, drawing ( even if a child just runs a pencil on paper), shifting small items ( for example, multi-colored buttons, but you need to make sure that the child does not swallow one of them) etc.

Medicines ( drugs, pills) with mental retardation ( nootropics, vitamins, neuroleptics)

The goal of drug treatment of oligophrenia is to improve metabolism at the level of the brain, as well as stimulate the development of nerve cells. In addition, drugs may be prescribed to relieve certain symptoms of the disease, which may be expressed in different children in different ways. In any case, the treatment regimen must be selected for each child individually, taking into account the severity of the underlying disease, its clinical form and other features.

Medical treatment for mental retardation

Drug group	Representatives	Mechanism of therapeutic action
*Nootropics and drugs that improve cerebral circulation*	*Piracetam*	Improve metabolism at the level of neurons ( nerve cells) of the brain, increasing the rate of use of oxygen by them. This can contribute to the patient's learning and mental development.
	*Phenibut*
	*Vinpocetine*
	*Glycine*
	*Aminalon*
	*Pantogam*
	*Cerebrolysin*
	*Oksibral*
*vitamins*	*Vitamin B1*	Necessary for the normal development and functioning of the central nervous system.
	*Vitamin B6*	Necessary for the normal process of transmission of nerve impulses in the central nervous system. With its deficiency, such a sign of mental retardation as mental retardation can progress.
	*Vitamin B12*

COURSE PROJECT

"Features of teaching children with mental retardation (intellectual disabilities)"

Introduction

Section 1. Theoretical aspects of teaching children with mental retardation (intellectual disabilities)

Section 2. Practical aspects of teaching children with mental retardation (intellectual disabilities)

Conclusion

Practical part

List of sources used

Introduction

Today, the issues of education and socialization of mentally retarded children are of particular interest to speech pathologists and special psychologists. Scientists believe that the social development of the child is manifested in the ways of his knowledge of the world around him and the use of his knowledge in various life situations. Every mentally retarded child gradually learns to understand himself and those around him. The acquired skills of interpersonal relationships help him master the culture of behavior. With age, the child expands for himself the objective, natural and social world. With the expansion of ideas about the environment, the intellectual and moral development of the child increases, the simplest forms of logical thinking are formed, self-consciousness and self-esteem, social feelings develop.

In changing socio-economic conditions, in order to solve the problems of social adaptation and integration of children with intellectual disabilities, it is necessary to update the content, forms and methods of education. Children with disabilities are children whose health condition prevents the development of educational programs outside the special conditions of education and upbringing.

The new GEF takes into account their age, typological and individual capabilities, special educational needs. As part of the implementation of the Federal State Educational Standard, the educational program of the school aims at the general cultural, personal and cognitive development of students, which provides such a key competence as the ability to learn.

The purpose of this course work is to analyze the education and socialization of children with intellectual disabilities.

The tasks of the work, the solution of which is necessary to achieve the goal, are:

1) analyze the psycho-pedagogical and methodological literature on this topic;

2) to consider the features of the mental development of mentally retarded children;

3) to identify the features of teaching a mentally retarded child.

1.1 Psychological and pedagogical characteristics of children with mental retardation.

Mental retardation is associated with intellectual development disorders that occur as a result of organic brain damage in the early stages of ontogenesis. A common symptom for all students with mental retardation is the underdevelopment of the psyche with a clear predominance of intellectual insufficiency, which leads to difficulties in mastering the content of school education and social adaptation.

The category of students with mental retardation is a heterogeneous group. In accordance with the international classification of mental retardation, four degrees of mental retardation are distinguished: mild, moderate, severe, and profound.

The peculiarity of the development of children with mild mental retardation is due to the peculiarities of their higher nervous activity, which are expressed in the imbalance of the processes of excitation and inhibition, the violation of the interaction of the first and second signal systems.

In the structure of the psyche of such a child, first of all, there is an underdevelopment of cognitive interests and a decrease in cognitive activity, which is due to the slowness of the pace of mental processes, their weak mobility and switchability. With mental retardation, not only higher mental functions suffer, but also emotions, will, behavior, and in some cases physical development. In turn, this has a negative impact on the acquisition of reading and writing in the process of schooling.

The development of all mental processes in children with mild mental retardation is qualitatively unique, and the first stage of cognition is already impaired. The inaccuracy and weakness of differentiation of visual, auditory, kinesthetic, tactile, olfactory and taste sensations lead to difficulty in adequate orientation of children with mental retardation in the environment. In the process of mastering individual academic subjects, this manifests itself in a slower pace of recognition and understanding of educational material, in particular, a mixture of graphically similar letters, numbers, individual sounds or words.

At the same time, despite the existing shortcomings, the perception of mentally retarded students is much more intact than the process, which is based on such operations as analysis, synthesis, comparison, generalization, abstraction, concretization. The named logical operations in this category of children have a number of peculiar features, manifested in the difficulties of establishing relationships between parts of an object, isolating its essential features and differentiating them from non-essential ones, finding and comparing objects on the basis of similarities and differences, etc.

In this category of students from all types of thinking (visually effective, visually figurative and verbally logical) logical thinking is more disturbed, which is expressed in the weakness of generalization, difficulties in understanding the meaning of a phenomenon or fact. Particular difficulties arise for students in understanding the figurative meaning of individual phrases or entire texts. In general, the thinking of a child with mental retardation is characterized by concreteness, uncriticality, rigidity (poor switching from one type of activity to another). Students with mild mental retardation are characterized by reduced activity of thought processes and a weak regulatory role of thinking: as a rule, they begin to do work without listening to the instructions, without understanding the purpose of the task, without having an internal plan of action.

The peculiarities of children's perception and comprehension of educational material are inextricably linked with their peculiarities. The memorization, preservation and reproduction of the information received by students with mental retardation also has a number of specific features: they better remember external, sometimes random, visually perceived signs, while it is more difficult to recognize and remember internal logical connections; later than normal peers, arbitrary memorization is formed, which requires multiple repetitions. Less developed is logical mediated memorization, although mechanical memory can be formed at a higher level. The shortcomings in the memory of students with mental retardation are manifested not so much in the difficulties in obtaining and storing information as in its reproduction: due to the difficulties in establishing logical relationships, the information received can be reproduced haphazardly, with a large number of distortions; at the same time, the reproduction of verbal material causes the greatest difficulties.

Features of the nervous system of schoolchildren with mental retardation are characterized by a narrowing of the volume, low stability, difficulties in its distribution, slow switching. Arbitrary attention is largely impaired, which is associated with volitional tension aimed at overcoming difficulties, which is expressed in its instability and rapid exhaustion. However, if the task is feasible and interesting for the student, then his attention can be maintained at the proper level for a certain time. Also, in the learning process, difficulties are found in concentrating on any one object or type of activity. Under the influence of training and education, the volume of attention and its stability are somewhat improved, but at the same time they do not reach the age norm.

The representations of children with mental retardation are characterized by undifferentiated, fragmentary, likeness of images, which, in turn, affects the recognition and understanding of educational material. Imagination, as one of the most complex processes, is characterized by significant unformedness, which is expressed in its primitiveness, inaccuracy, and schematicity.

Schoolchildren with mental retardation have developmental deficiencies, the physiological basis of which is a violation of the interaction between the first and second signal systems, which, in turn, manifests itself in the underdevelopment of all aspects of speech: phonetic, lexical, grammatical. Difficulties in sound-letter analysis and synthesis, perception and understanding of speech cause various types of violations of written speech. A decrease in the need for verbal communication leads to the fact that the word is not fully used as a means of communication; the active dictionary is not only limited, but also filled with clichés; phrases are of the same type in structure and poor in content. The shortcomings of the speech activity of this category of students are directly related to the violation of abstract logical thinking. It should be noted that the speech of schoolchildren with mental retardation does not properly fulfill its regulatory function, since often the verbal instruction is misunderstood, which leads to incorrect comprehension and performance of the task. However, in everyday practice, such children are able to maintain a conversation on topics close to their personal experience, while using simple sentence structures.

The psychological features of mentally retarded schoolchildren are also manifested in violation of the sphere. With mild mental retardation, emotions are generally preserved, but they are distinguished by the absence of shades of experiences, instability and surface. There are no or very weakly expressed experiences that determine interest and motivation for cognitive activity, and the education of higher mental feelings is carried out with great difficulty: the moral and aesthetic sphere of students with mental retardation is characterized by weakness of their own intentions and motives, great suggestibility. Such schoolchildren prefer to choose a path that does not require strong-willed efforts, and due to the overwhelming demands made, some of them develop such negative personality traits as negativism and stubbornness. The peculiarity of the course of mental processes and the peculiarities of the volitional sphere of schoolchildren with mental retardation have a negative impact on their nature, especially voluntary, which is expressed in the underdevelopment of the motivational sphere, weakness of motives, and lack of initiative. These shortcomings are most clearly manifested in educational activity, since students begin its implementation without the necessary prior orientation in the task and without comparing the progress of its implementation with the ultimate goal. In the process of completing a learning task, they often leave the correctly started performance of an action, “slide” onto actions performed earlier, and transfer them in their previous form, without taking into account changes in conditions. At the same time, when carrying out long-term, systematic and specially organized work aimed at teaching this group of schoolchildren goal-setting, planning and control, different types of activities are available to them: visual and constructive activities, games, including didactic, manual labor, and in senior school age and some types of profile work. It should be noted the independence and autonomy of this category of schoolchildren in self-care, thanks to the acquisition of the necessary social and everyday skills.

Violations of higher nervous activity, underdevelopment of mental processes and emotional-volitional sphere cause the manifestation of some specific personality traits of students with mental retardation, manifested in the primitiveness of interests, needs and motives, which makes it difficult to form correct relationships with peers and adults.

2.1 Features of teaching writing and reading to children with mental retardation.

At the present stage of special education, one of the main problems is the training and development of persons with mental retardation. One of the defects in mental retardation is a violation of speech activity, including writing. A large number of studies and publications are devoted to the problem of written speech in children with mental retardation, but the relevance of its study does not decrease.

As you know, written speech is speech created with the help of visible (graphic) signs on paper. The use of the written form allows you to think about your speech longer, build it gradually, correcting and supplementing, which ultimately contributes to the development and application of more complex syntactic structures than is typical of oral speech. The concept of written speech includes reading and writing as equal components.

Being separate types of speech activity, reading and writing are complex processes that consist of numerous operations. So, the reader needs to perceive graphic signs, recode them into sounds, say what he read aloud or “to himself”, comprehend the information contained in each word, sentence, paragraph.

As you know, the acquisition of oral speech with mental retardation occurs rather slowly and with certain difficulties. This feature of speech development has a strong influence on the further formation of communication and writing skills. Underdevelopment of the cognitive activity of mentally retarded children, late development of speech, its qualitative originality (poverty of the dictionary, defective pronunciation, inaccurate, auditory perception of speech sounds, low level of phonemic development, imperfection of the grammatical structure of speech), as well as psychopathological features of these children adversely affect the mastery of the skill reading and writing.

The originality manifests itself already in the first period of learning to read and write: children slowly memorize letters, mix graphemes similar in outline, correlate sound with letter not fast enough, for a long time cannot switch from letter-by-letter reading to syllabic, distort the sound composition of words, experience great difficulties in correlating the read word with an object, action, sign. In addition, mentally retarded students accumulate syllabic images very slowly. This is due to the fact that children do not understand the generalized syllabic image and try to mechanically memorize each syllable separately.

The development of reading fluency is also hampered by the fact that the visual field of mentally retarded children is limited. They usually see only that letter (that syllable) to which their gaze is currently directed. In addition, such children cannot use semantic conjecture for a long time, which is associated with their main defect - intellectual insufficiency.

Reading the text, schoolchildren find it difficult to establish even the simplest connections, so the main content often remains unclear to them. The most accessible for students with intellectual disabilities throughout the years of study are small texts of a narrative nature, in which the plot is revealed clearly and consistently, the number of characters is small, and the situation is simple and close to their life experience. The presence in the texts of descriptions of the experiences of the characters that serve as motives for their actions, intermittent events, the background, and author's digressions complicate the understanding of the story.

Writing is an even more difficult process for children with mental retardation than reading. Writing involves the implementation of an accurate, strictly consistent phonemic analysis of the word and the correlation of the selected sounds with the corresponding phonemes, i.e. performing phonemic generalization. Phonemes must then be designated by strictly defined letters. Writing requires a clear delimitation of similar phonemes from each other, a strong memorization of the graphics of letters and their reproduction in the desired sequence.

For mentally retarded children beginning to learn, writing by ear causes great difficulties, due to the imperfection of their language analysis and synthesis. Phonemic analysis is carried out by them not clearly enough, which prevents the division of the word into its constituent sounds. Students, especially those with pronunciation defects, when analyzing a word, skip some sounds (more often vowels), others mix sounds based on acoustic similarity, and also often change their order, thereby violating the structure of the word. Schoolchildren do not always cope with the correlation of sounds with the corresponding letters. The task of mastering the images of letters, especially those that are graphically similar, is not easy for children. At the beginning of training, the inscription of letters is often simplified by them, the graphic image loses its specificity. This is often observed in schoolchildren suffering from disorders of optical perception and spatial orientation, who are also characterized by a fairly persistent mirror image of writing.

The easiest type of writing is copying, but it also presents a certain difficulty for mentally retarded children. Schoolchildren are slowly moving from imperfect methods of copying by letters, by syllables, when the meaning of what is being written off is lost, to more perfect ones - by words, phrases and sentences. Students write off in a more productive way only well-known simple material, and when it becomes more complicated, they use less productive ways to complete the task. It is far from always that copying is preceded by reading the material.

Thus, the mastery of written language in mentally retarded schoolchildren occurs slowly and with great difficulty. The reason for this is the peculiarities of mental development. In connection with the violation of intelligence in children, oral speech is formed late, which affects the formation of written speech. In violation of the mastery of writing and reading, dyslexia and dysgraphia are often observed, which are also characterized by their specificity. When reading and writing, children with mental retardation make a wide range of diverse errors, and some of these errors are not noticed by them. The main feature of reading and writing disorders in mental retardation is their non-isolated nature, i.e. writing disorders are not independent disorders.

As a teacher of the Russian language, in my work I set myself correctional-developing, correctional-teaching and correctional-educational goals, for the implementation of which I set the following tasks:

1. Improve your professional skills and experience in working with children with developmental disabilities.

2. Use the most effective methods, techniques and forms of work that are acceptable for correctional and developmental education.

3. Development of oral and written speech of students as a means of communication, providing students with the formation of speech and communication skills and more successful social adaptation.

4. To teach love for one's "great and mighty" language, for one's native Fatherland.

5. To develop in students the creative beginnings of the personality and to form an interest in learning.

6. Creation of a benevolent, favorable emotional atmosphere in the classroom.
7. Using an individual approach to each student.

I believe that every teacher of a correctional school should take into account the clinical condition of students in the educational process, master the skills of correcting development in education and clearly know what he is dealing with.
In my work, I use a variety of teaching and development methods. Teaching methods.

Visually, demonstrative
verbal explanatory,
Experimental-practical,
Individually developing.
Mixed.

Methods of educational and educational work are implemented through specific educational activities, forms of education and upbringing, various types of student activities, as well as with the help of teaching aids that are used in the process of implementing a particular method.
In my correctional and developmental work on the Russian language and reading, I use a wide range of forms of work, involving a variety of teaching aids.

Work forms.
-lesson - the main form of correctional - developing
learning,
- literary conversation
- subject quizzes,
- testing,
- individual lessons on didactic material,
- business games
- elements of speech therapy classes,
- correctional and developmental classes,
- classes for the development of fine and gross motor skills of the fingers,
- physical education minutes
- listening to sound recordings
-tours.

A didactic game is an effective means by which you can arouse the child's interest in the lesson of the Russian language, and also helps to improve the quality of education. Didactic games in teaching mentally retarded students are used to attract the attention of each student, arousing his interest in the learning process. Considering that mentally retarded children are unemotional, passive and do not show an active desire to act with objects, toys, the teacher needs to create such an attitude towards the game that contributes to a positive emotional background for the proposed activity.

The game is not only an entertaining part of the lesson, but also performs cognitive, educational and correctional tasks of learning. When choosing a didactic game, it is necessary to be based on the topic of the lesson, its goals and content. In order for the game not to become tedious or even inaccessible, it is necessary to correctly distribute the mental operations that are performed by mentally retarded schoolchildren. At the beginning of the lesson, you can hold such games that can increase the activity of children, interest them. Games such as "Guess who came to us?", "What's in the bag?" etc. In the middle of the lesson, games should be played that correspond to the topic of the lesson. If possible, every child should participate in the game. It is important that students feel that their participation is equal, and that they have a desire to play and win.

If the game rules are not clear to children, the teacher can help them simplify the material of the game, as well as reduce the number of tasks. Mistakes made by students during the game should be analyzed after the game is over. Encouragement and encouragement is a necessary emotional moment. After the completion of the didactic game, the winners are identified and the results are summed up.

The game helps to increase the emotional background of schoolchildren, brings relaxation, if a lot of intellectual stress is needed to complete a task. The game also helps in reinforcing and repeating the theme.

Examples of didactic games.

Topic: "Noun"
"Who thinks more"

Purpose: Development of imagination, oral and written speech, consolidation of educational material through the use of game motivation.

Description: The class is divided into groups and each group receives a plot picture (you can use illustrations for fairy tales). Task: Write as many nouns as possible. The team that writes the most nouns wins. A similar game can be played on other topics, such as "Verb", "Adjective".

Topic: "Verbs"
"Who quickly"

Purpose: Development of thinking, consolidation of educational material through game motivation.

Description: There are two texts on the board with an equal number of words and verbs. Task: Two participants should find and underline all the words that answer the question "what is he doing?" as soon as possible. A similar game can be played on the topics “Noun”, “Adjective”, “Pronoun”, etc.

Subject: "Offer"
"Living Words"

Purpose: Development of auditory concentration, consolidation of educational material through a motor analyzer.

Description: Students are invited to the board, acting as words, they each name their own word in order. Assignment: The class is given the task to put the "words" in such order as to make a complete sentence.

In the lessons of the Russian language and reading, I try hard to work on the development of speech and thought activity, on the development of students' speech.

I chose the topic of self-education for myself “Work on the development of coherent speech in the lessons of the Russian language and reading in the senior grades of the 8th grade school”,

since speech development is one of the components of the overall mental development of a child with a developmental disorder. Therefore, I will continue and improve the purposeful and systematic work on the correction of the child's speech and thinking activity, which has a certain positive impact on the entire process of the child's development.

Conclusion

The most important direction of theoretical and practical developments in the field of teaching children with mental retardation is the study of the features, possibilities and pedagogical conditions for the formation of higher mental functions in students with intellectual disabilities through correctional and developmental education.

The purpose of correctional work is to correct the mental and physical functions of an abnormal child in the process of his general education, preparation for life and work.

In order to correctly determine the content of correctional work at school, it is necessary to link correction with all the main components of the education system and only after that consider the internal structures of the subsystem and their content-pedagogical role.

Correction of the development of mentally retarded children should be carried out mainly in various activities. The main method of teaching should be the organization of constant active subject-practical activities of children in all lessons. In this activity, children can acquire knowledge and skills to such an extent that the principles of consciousness and accessibility of learning are implemented.

Remedial education is the assimilation of knowledge about the ways and means of overcoming the shortcomings of mental and physical development and the assimilation of ways to apply the acquired knowledge.

Any training and education simultaneously develop to some extent, which also applies to correctional processes. At the same time, developmental correction is not limited to the assimilation of knowledge and skills. In the process of special education, mental and physical functions are rebuilt, defect compensation mechanisms are formed, they are given a new character.

Mental retardation is a qualitative change in the entire psyche, the entire personality as a whole, which was the result of organic damage to the central nervous system. This is such an atypia of development, in which not only the intellect suffers, but also emotions, will, behavior, and physical development. Mental retardation is a qualitative change in the entire psyche, the entire personality as a whole, which was the result of organic damage to the central nervous system. This is such an atypia of development, in which not only the intellect suffers, but also emotions, will, behavior, and physical development.

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At present, the issue of teaching children with intellectual disabilities in a general education school is very relevant, as an issue that meets the social needs of modern societies.

Joint education of mentally retarded children with normally developing peers in general educational institutions requires the creation of special pedagogical conditions that ensure the implementation of an integrated approach (Appendix 1).

When working with mentally retarded children, it is necessary to take into account the peculiarities of their development. Students with intellectual disabilities experience significant difficulties in mastering the program material in basic academic subjects (mathematics, reading, writing). These difficulties are due to the peculiarities of the development of their higher mental functions. This category of children has a significant lag in cognitive development.

Mentally retarded children are characterized by underdevelopment of cognitive interests, which is expressed in the fact that they are less in need of knowledge than normally developing peers. They have a slow pace and less differentiation of perception. These features when teaching mentally retarded children are manifested in a slow rate of recognition, as well as in the fact that students often confuse graphically similar letters, numbers, objects, similar-sounding letters, words. There is also a narrow scope of perception. Children of this category snatch out separate parts in the observed object, in the listened text, without seeing or hearing material that is important for general understanding. All noted shortcomings of perception occur against the background of insufficient activity of this process. Their perception must be guided.

All mental operations in mentally retarded children are not sufficiently formed and have peculiar features. The analysis and synthesis of objects is difficult. Highlighting their individual parts in objects (in the text), children do not establish connections between them. Not being able to single out the main thing in objects and phenomena, students find it difficult to conduct a comparative analysis and synthesis, they make comparisons based on insignificant features. A distinctive feature of the thinking of the mentally retarded is uncriticality, the inability to notice one's mistakes, reduced activity of thought processes, and a weak regulatory role of thinking.

The main memory processes in these children also have their own characteristics: external, sometimes accidentally perceived visual signs are better remembered, internal logical connections are difficult to recognize and remember, later arbitrary memorization is formed; a large number of errors in the reproduction of verbal material. Characterized by episodic forgetfulness associated with overwork of the nervous system due to its general weakness. The imagination of mentally retarded children is fragmentary, inaccurate and schematic.

All aspects of speech suffer: phonetic, lexical, grammatical. There are various types of writing disorders, difficulties in mastering the technique of reading, the need for verbal communication is reduced.

In mentally retarded children, more than their normal peers, lack of attention is expressed: low stability, difficulties in distributing attention, slow switching. The weakness of voluntary attention is manifested in the fact that in the learning process there is a frequent change of objects of attention, the inability to focus on any one object or one type of activity.

The emotional-volitional sphere in this category of children has a number of features. The instability of emotions is noted. Feelings are shallow, superficial. There are cases of sudden emotional swings: from increased emotional excitability to a pronounced emotional decline.

Weakness of one's own intentions, motives, great suggestibility are the distinctive qualities of the volitional processes of children with intellectual disabilities. Mentally retarded children prefer an easy way in work that does not require strong-willed efforts. That is why imitation and impulsive actions are often observed in their activities. Due to the unbearable demands made, some students with intellectual disabilities develop negativism and stubbornness. All these features of the mental processes of mentally retarded pupils affect the nature of their activities.

Noting the lack of formation of skills in educational activities in children with intellectual underdevelopment, one should state that they have an underdevelopment of purposefulness of activity, difficulties in independent planning of their own activities. Mentally retarded children start work without the necessary prior orientation in it, they are not guided by the ultimate goal. As a result, in the course of work, they often leave the correctly started execution of an action, slip into actions performed earlier, and transfer them unchanged, not considering that they are dealing with another task. This departure from the goal is observed when difficulties arise. Mentally retarded children do not correlate the results obtained with the task that was set before them, and therefore cannot correctly evaluate its solution. Uncriticality to their work is also a feature of the activities of these children.

All noted features of the mental activity of mentally retarded children are persistent, since they are the result of organic damage at different stages of development (genetic, intrauterine, postnatal). However, with properly organized medical and pedagogical influence, there is a positive trend in the development of children in this category.

When teaching mentally retarded children in a general education school, it is necessary to be guided by special educational programs:

Programs of preparatory and grades 1-4 of correctional educational institutions of the VIII type. Ed. V.V. Voronkova, M., Education, 1999 (2003, 2007, 2009).

Programs of special (correctional) educational institutions of the VIII type. 5-9 grades. Collection 1, 2. Ed. V.V. Voronkova. Moscow, Vlados, 2000 (2005, 2009).

Inside the educational institution where children with special needs study, the entire course of the integrated educational process is led by the school psychological-medical-pedagogical council (PMPC). He also carries out the necessary adjustment of the general educational routes of students with intellectual underdevelopment, if necessary. In addition, PMPK members recommend attending additional education classes, control the effectiveness of training and psychological and pedagogical support.

When teaching normally developing children and children with special needs of psychophysical development, it is important for the teacher to equally understand and accept all students, to take into account their individual characteristics. In every child it is necessary to see a personality that is able to be brought up and develop.

In the classroom, the teacher needs to create such conditions so that children can contact each other, the students of the class should be equally involved in collective activities, each student, to the best of his ability, should be included in the overall educational process.

A positive result in the relationship of schoolchildren in the context of integrated learning can be achieved only with thoughtful systemic work, the components of which are the formation of a positive attitude towards students with special needs of psychophysical development and the expansion of the experience of productive communication with them.

Teachers and PMPK specialists make calendar-thematic planning in such a way that in one lesson children of different developmental levels study the same topic, but the information received by the student is adequate to his personal educational program.

Training in special (correctional) programs for children with intellectual disabilities at the first educational level is carried out in the subjects "Reading and speech development", "Writing and speech development", "Mathematics", "Development of oral speech based on the study of objects and phenomena of the surrounding reality" , "Labor training". All these subjects are easily integrated with general education subjects provided by non-correctional programs. This allows all children to attend the same lessons.

At the second stage, it is more difficult to build such a system of work, since in accordance with the programs for children with intellectual disabilities (C (K) OU VIII type), the subjects "Foreign Language", "Chemistry", "Physics" in grades 5-9 are not provided . School subjects that are not provided for by a special (correctional) program for children with intellectual disabilities are not attended by students with developmental disabilities. At this school time, mentally retarded schoolchildren are encouraged to attend labor training lessons in the conditions of other classes.

A lesson in a class where ordinary schoolchildren and schoolchildren with special needs study together should be different from lessons in classes where pupils of equal learning abilities study.

Let us give an example of the structural organization of a lesson in a general education class where children with intellectual disabilities are taught together (Table 1).

The course of the lesson depends on how closely the topics in the programs for teaching children with different educational needs come into contact, what stage of learning is taken as the basis (presenting new material, consolidating what has been learned, monitoring knowledge and skills). If different program material is studied at the lesson and joint work is impossible, then in this case it is built according to the structure of the lessons of small-class schools: the teacher first explains the new material according to standard state programs, and students with intellectual disabilities perform independent work aimed at consolidating what they have learned earlier. Then, to consolidate the new material, the teacher gives the class independent work, and at this time he is engaged with a group of students with developmental disabilities: he analyzes the completed task, provides individual assistance, gives additional explanation and clarifies the tasks, explains the new material. This alternation of the activities of the teacher of the general education class continues throughout the lesson.

When teaching students with intellectual disabilities in the general education class, the teacher needs targeted didactic support for the lesson and the educational process as a whole. Providing textbooks and teaching aids to students and teachers falls on the school administration, which purchases sets of textbooks at the request of teachers.

The norms for assessments in mathematics, written works in the Russian language under the VIII type program are given in tables 2, 3.

Mentally retarded students can attend various classes of additional education. In order for the processes of adaptation and socialization to proceed successfully, it is necessary to choose the direction of additional education for mentally retarded children, taking into account the age and individual capabilities, the wishes of the child and his parents. The choice of this or that circle, section should be voluntary, meet the interests and internal needs of the child, but it is necessary to take into account the recommendations of the psychoneurologist and pediatrician. If a child expresses a desire to attend a circle (section) associated with physical activity, then it is advisable to have a certificate from a medical institution, where the doctor records that classes in this circle are not contraindicated for this child.

An important role in correctional work is played by the family in which the child is brought up and whose influence is constantly exposed. In building positive intra-family relations, the role of the teacher, PMPK specialists is significant. They help parents form an adequate perception of their own child, ensure that friendly parent-child relationships develop in the family, help establish various social ties and comply with the requirements adopted in a comprehensive school. Creating conditions for the self-development of each child is impossible without the desire and ability of teachers to design his development and education, allowing each student to be successful.

At the end of training (grade 9), mentally retarded children pass one exam in labor training and receive a certificate of the established form.

Table 1

Lesson structure with internal differentiation

Lesson stages	Methods and techniques	Organization of work on the general educational program	Organization of work on the program for C (C) OU VIII type
Orgmoment	Verbal (teacher's word)	General	General
Checking homework		front poll. Verification and mutual verification	Individual check
Repetition of the studied material	Verbal (conversation), practical (work with a textbook, on a card)	Conversation, written and oral exercises	Card work
Preparing for the perception of new material	Verbal (conversation)	Conversation	Conversation on issues relevant to the level of development of children enrolled in this program
Learning new material	Verbal (conversation), practical (work with a textbook, on a card)	Explanation of new material	Explanation of new material (mandatory based on clarity, work on the algorithm for completing the task)
Consolidation of the studied	Verbal (conversation), practical (work with a textbook, on a card)	Doing exercises. Examination	Work on the assimilation of new material (work on the algorithm). Performing exercises according to the textbook, work on cards
Lesson summary	Verbal (conversation)	General	General
Homework instruction	Verbal	Homework level for children with normal intelligence	Homework level for children with intellectual disabilities

table 2

Norms of assessments in mathematics (VIII type, grades 1-4)

mark	Evaluation
"5"	No mistakes
"4"	2-3 minor mistakes
"3"	Simple problems are solved, but a composite problem is not solved, or one of the two compound problems is solved, although with minor errors, most of the other tasks are correctly completed
"2"	At least half of the tasks completed, the task is not solved
"one"	Tasks not completed
Note	Non-gross errors are: errors made in the process of writing off numerical data (distortion, replacement); errors made in the process of writing off signs of arithmetic operations; violation in the formation of the question (answer) of the task; violation of the correct arrangement of records, drawings; slight inaccuracy in measurement and drawing

Table 3

Criteria for evaluating the written work of elementary school students

(VIII species, 1-4 class)

mark	Evaluation
"5"	No mistakes
"4"	1-3 errors
"3"	4-5 mistakes
"2"	6-8 mistakes
"one"	More than 8 errors
Note	For one mistake in a written work are considered: all corrections, repetition of errors in the same word, two punctuation errors. The following are not considered errors: errors in those sections of the program that have not been studied (such spellings are pre-negotiated with students, a difficult word is written on a card), a single case of missing a period in a sentence, replacing one word without distorting the meaning

Teaching aids

Aksenova A.K. Methods of teaching the Russian language in a special (correctional) school. Moscow: Vlados, 2000.
Aksenova A.K., Yakubovskaya E.V. Didactic games at Russian language lessons in grades 1-4 of an auxiliary school. M.: Education, 1991.
Voronkova V.V. Teaching literacy and spelling in grades 1-4 of a special school. M.: Enlightenment, 1993.
Voronkova V.V. Russian language lessons in the 2nd grade of a special (correctional) general education school of the VIII type. M.: Vlados, 2003.
The upbringing and education of children in a special school / Ed. V.V. Voronkova. M., 1994.
Groshenkov I.A. Classes in fine arts in a special (correctional) school of the VIII type. Moscow: Institute for General Humanitarian Research, 2001.
Devyatkova T.A., Kochetova L.L., Petrikova A.G., Platonova N.M., Shcherbakova A.M. Social orientation in special (correctional) educational institutions of the VIII type. M.: Vlados, 2003.
Ekzhanova E.A., Reznikova E.V. Fundamentals of integrated learning. M.: Bustard, 2008.
Kisova V.V., Koneva I.A. Workshop on special psychology. St. Petersburg: Speech, 2006.
Mastyukova E.M., Moskovkina A.G. family education of children with developmental disabilities. M., 2003.
A new model of education in special (correctional) educational institutions of the VIII type / Ed. A.M. Shcherbakova. Book 1,2. M.: Publishing house of NTs ENAS, 2001.
Education and upbringing of children in the auxiliary school / Ed. V.V. Voronkova. M.: School-Press, 1994.
Petrova V.G., Belyakova I.V. Psychology of mentally retarded schoolchildren. M., 2002.
Perova M.N. Methods of teaching the elements of geometry in a special (correctional) school of the VIII type. Moscow: Classic Style, 2005.
Perova M.N., Methods of teaching mathematics in a special (correctional) school of the VIII type. M.: Vlados, 2001.
Special Pedagogy / Ed. N.M. Nazarova. M., 2000.
Chernik E.S. Physical culture in the auxiliary school. M.: Educational literature, 1997.
Shcherbakova A.M. Raising a child with developmental disabilities. M., 2002.
Ek V.V. Teaching mathematics to elementary school students. Moscow: Education, 1990.

II. Organization of the activities of a correctional institution

III. Educational process

IV. Participants in the educational process

24. The participants in the educational process are pedagogical, engineering and pedagogical and medical workers of a correctional institution, pupils and their parents (legal representatives).

V. Management of the Correctional Institution

VI. Property and funds of the correctional institution

37. The owner of the property (the body authorized by him) in the manner prescribed by the legislation of the Russian Federation assigns it to the correctional institution.

Land plots are assigned to the state and municipal correctional institution for permanent (unlimited) use.

Property objects assigned to a correctional institution are in the operational management of this institution.

The correctional institution owns, uses and disposes of the property assigned to it in accordance with the purpose of this property, its statutory purposes and the legislation of the Russian Federation.

38. Seizure and (or) alienation of property assigned to a correctional institution is allowed only in cases and in the manner established by the legislation of the Russian Federation.

39. A correctional institution is responsible to the owner and (or) the body authorized by the owner for the safety and efficient use of its property. The control of the activities of the correctional institution in this part is carried out by the owner and (or) a body authorized by the owner.

40. A correctional institution has the right to lease property assigned to it in accordance with the legislation of the Russian Federation.

41. The activity of a correctional institution is financed by its founder (founders) in accordance with the agreement between them.

42. The sources of formation of property and financial resources of a correctional institution are:

own funds of the founder (founders);

budgetary and extrabudgetary funds;

property assigned to the institution by the owner (the body authorized by him);

loans from banks and other creditors;

funds of sponsors, voluntary donations of individuals and legal entities;

other sources in accordance with the legislation of the Russian Federation.

43. A correctional institution has the right to establish direct relations with foreign enterprises, institutions and organizations, independently carry out foreign economic activity and have foreign currency accounts in banking and other credit organizations in the manner prescribed by the legislation of the Russian Federation.

44. A correctional institution shall be liable for its obligations to the extent of the funds at its disposal and the property belonging to it. If these funds are insufficient for the obligations of the correctional institution, its founder (founders) shall be liable in accordance with the procedure established by the legislation of the Russian Federation.

45. Financing of a correctional institution is carried out on the basis of state and local funding standards, determined on the basis of one pupil for each type of correctional institution.

46. Pupils living in a correctional institution and being on full state support, in accordance with established standards, are provided with food, clothing, shoes, soft and hard equipment.

Pupils who do not live in a correctional institution are provided with free two meals a day.

47. A correctional institution, in accordance with the established standards, must have the necessary premises and facilities for organizing the educational process, correctional classes, medical and rehabilitation work, labor training, productive work, life and recreation of pupils.

48. A correctional institution has the right to conduct entrepreneurial activities as provided for by its charter.

49. The correctional institution establishes the wages of employees depending on their qualifications, complexity, quantity, quality and conditions of the work performed, as well as compensation payments (additional payments and allowances of a compensatory nature) and incentive payments (additional payments and allowances of a stimulating nature, bonuses and other incentive payments ), the structure of management of the activities of the correctional institution, staffing, distribution of duties.

50. In the event of liquidation of a correctional institution, funds and other objects of property belonging to it by the right of ownership, minus payments to cover its obligations, shall be directed to the development of education in accordance with the charter of the correctional institution.