Approaches to the education of children with disabilities. Modern educational approaches to the education and upbringing of children with disabilities in an educational organization

Vyazovaya M.V.

Novosibirsk State Pedagogical University

Novosibirsk city

Scientific adviser - Khrapchenkova I.V., candidate of pedagogical sciences, associate professor, NSPU

Modern educational approaches to the education and upbringing of children with handicapped health in an educational organization

“Educators cannot successfully teach someone,

if at the same time they do not study diligently themselves ”

Ali Apsheroni.

At present, changes in the system school education could not but affect the content of correctional and developmental education for children with disabilities (hereinafter referred to as children with disabilities).

In addition, the introduction of modern educational technologies in school educational organizations is dictated by social order parents who, at this stage, make more serious demands on the education and upbringing of children in the school.

In my opinion, modern educational approaches to the upbringing and education of children with disabilities involve the use of new educational technologies, teaching methods, various forms and methods of teaching, which allow to effectively address issues of education and development, social adaptation pupils, as well as the formation of personal harmony and health.

I remember very well how a few years ago in class, when my children and I were playing the game “Come up with a word”, I was amazed to hear from my pupils “new words”, not an anchor, but Yandex, not a doll, but a computer. “Here they are, modern children!” - I thought then. And soon, she made a discovery no less interesting, in my opinion: in Kindergarten my pupils began to bring not cars or dolls, but tablets, various game consoles and such electronic toys riveted the attention of all the kids in the group. It was then that all these observations formed for me like pieces in a puzzle - if all modern gadgets attract our children so much, then it is simply necessary to use this “attraction” in the right direction, and I adopted modern information and communication technologies.

You can object to me, “everything is new, it’s a well-forgotten old”, that before speech therapists successfully coped without a computer, using the usual visual material.

But before, the kids were different. The world in which a modern child develops is fundamentally different from the world in which his parents grew up.

In addition, on present stage development of society, a real trend of deterioration in the health of children and adolescents has emerged, the number of children with disabilities has increased. If in 2002, we had 1 child with intellectual retardation of a complex genesis in our school, then in 2016 the number of children with similar disorders increased to 40%.

And today, the “method of using only pictures” practically does not give results, my children with severe speech disorders are not interested and tiring to look at and call the same thing from day to day, it's time to use modern educational technologies. What is modern educational technology today?

Modern innovative technologies- this is a system of methods, ways, methods of teaching, educational means aimed at achieving positive result through dynamic changes in personal development child in modern sociocultural conditions.

I think that today it is impossible to be a pedagogically competent specialist without studying an extensive arsenal of educational technologies. Of the variety of educational technologies offered, in my work with children with disabilities, I actively use game technologies, I am also interested in using computer resources, but also without technology: problem learning, a differentiated approach, multi-level education, technology of a collective way of learning, and especially health-saving technologies, I no longer represent my activities. Finger gymnastics, dynamic pauses, relaxation, Su-Jok therapy, self-massage of biologically active zones, gymnastics for the eyes, breathing exercises, and of course, compliance with SanPiN standards - that's what I, as a specialist, simply have no right to forget, no matter what modern educational approaches to the education and upbringing of children, I would not use.

My guys are all different, for each of them, their own, individual educational route, for each - their own educational approach, what is effective for one, not necessarily suitable for another, but, of course, they all love to play.

The relevance of using gaming technologies as a means of correction for me is due to the fact that the game, being the main and favorite activity for children, allows you to quickly and more firmly form disturbed mental processes, personal qualities, motility, intelligence. Do not forget the words of A. S. Makarenko: “The game permeates the whole life of a child. This is the norm even when the baby is doing a serious job. ... Moreover, this game should be saturated with this game all his life. His whole life is a game."

Using the game form of conducting lessons, Special attention I draw on the creation of game motivation, which, as we know, acts as a means of encouraging, stimulating children to learning activities. “The game has been acting as a form of learning almost since ancient times,” wrote Jan Comenius.

Puppet therapy - I used it in my classes for a long time, and with the advent of information and communication technologies, I had the opportunity to combine such an “interesting” computer for children with the didactic capabilities of the game, which as a result became an important direction in my correctional work with children with disabilities .

How do I use information and communication technologies in my work?

Selection of illustrative (additional cognitive) material for classes and for the design of stands, groups, and classrooms.

Exchange of experience, acquaintance with periodicals, developments of other teachers in Russia and abroad.

Preparation of documentation, reports.

Create Powerpoint Presentations to Increase Efficiency educational activities with children and pedagogical competence of parents (for conducting classes at home), and in the process of holding parent-teacher meetings.

My work experience shows that electronic games fit naturally into school life and are another effective technical means, with which you can significantly diversify the learning process, and, importantly, allowed the parents of my students to “activate”. For myself, I noted that homework assignments with a presentation (on a flash drive) are performed with great interest, both by children and parents.

Intensive change in the surrounding life, active penetration scientific and technical progress in all its areas dictates to us, educators, the need to choose more effective means of education and upbringing based on modern methods and new integrated technologies.

I believe that modern approaches to the education and upbringing of children with disabilities, new pedagogical technologies contribute not only to the best assimilation of information by the child, but also have a positive effect on emotional sphere child.

In recent years, I have been actively using modern educational technologies in my work, my children are happy to study - playing, and I, seeing their enthusiastic eyes at the sight of a new computer game- presentations, every time I think how good it is that I was not afraid to introduce something new into my work. In my work with children with disabilities, I widely use health-saving technologies, as they allow solving the priority tasks of modern school education - the tasks of preserving, maintaining and enriching health, ensuring emotional comfort and positive psychological well-being of the child in the process of communicating with peers and adults at school and family.

The brightest moments in my activity are the successes of my pupils, benevolent, grateful words of parents. Patiently, step by step, I strive to achieve my goal.

Also, I think one the most important goal the teacher is to improve professional skills. Ultimately, the success of an educational institution depends on teaching staff Because the future of our children is in our hands.

Every teacher is a creator of technology, even if he deals with borrowing. It is impossible for a modern specialist to work without creativity. But the world does not stand still, perhaps in the future what we now call "modern educational technologies" will no longer interest my students, and will not be a "reliable tool, a kind of magic wand" in my hands.

Bibliography

1. Children with disabilities: problems and innovative trends in education and upbringing. Reader. - M .: LLC "Aspect", 2005.

2. Dmitriev A.A. On some problems of integrated education for children with special educational needs // Defectology. - 2005. - No. 4.

3. Law of the Russian Federation "On the education of persons with disabilities (special education)" // Collected Legislation of the Russian Federation. 1996. No. 7.

4. Integrated learning: problems and prospects. - St. Petersburg: Pedagogy, 1996.

Perhaps this information will be useful to teachers working in the system of remedial education. It contains information about the principles of teaching, methods and techniques of working with such children. I prepared for course preparation, certification, I took the material on various Internet sites.

INTRODUCTION

Problems special education today they are one of the most relevant in the work of all departments of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions. This is due, first of all, to the fact that the number of children with disabilities and children with disabilities is steadily growing. Currently, there are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are children with disabilities. In addition to the growth in the number of almost all categories of children with disabilities, there is a trend qualitative change the structure of the defect, the complex nature of the disorders in each individual child. The education of children with disabilities and children with disabilities provides for the creation of a special correctional and developmental environment for them that provides adequate conditions and equal opportunities with ordinary children to receive education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation.
Getting children with disabilities and children with disabilities education is one of the main and indispensable conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types professional and social activities.
In this regard, ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks. public policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.
The Constitution of the Russian Federation and the Law “On Education” state that children with developmental problems have equal rights to education with everyone. The most important task of modernization is to ensure the availability quality education, its individualization and differentiation, a systematic increase in the level of professional competence of teachers of correctional and developmental education, as well as the creation of conditions for achieving a new modern quality general education.
PECULIARITIES OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES.
Children with disabilities are children whose health condition prevents the development of educational programs outside special conditions training and education. The group of schoolchildren with disabilities is extremely heterogeneous. This is determined primarily by the fact that it includes children with various developmental disorders: impaired hearing, vision, speech, musculoskeletal system, intellect, with pronounced disorders of the emotional-volitional sphere, with delayed and complex developmental disorders. Thus, the most important priority in working with such children is an individual approach, taking into account the specifics of the psyche and health of each child.
Special educational needs differ in children of different categories, since they are set by the specifics of the violation. mental development and define a special construction logic educational process are reflected in the structure and content of education. Along with this, it is possible to single out needs that are special in nature, inherent in all children with disabilities:
- begin special education of the child immediately after the detection of a primary developmental disorder;
- to introduce special sections into the content of the child's education that are not present in the education programs of normally developing peers;
- use special methods, techniques and teaching aids (including specialized computer technologies) that ensure the implementation of "workarounds" of learning;
- individualize learning to a greater extent than is required for a normally developing child;
- provide a special spatial and temporal organization of the educational environment;
- maximize the educational space beyond the educational institution.
General principles and rules of corrective work:
1. Individual approach to each student.
2. Prevention of the onset of fatigue, using a variety of means for this (alternating mental and practical activities, presenting the material in small doses, using interesting and colorful didactic material and visual aids).
3. The use of methods that activate the cognitive activity of students, developing their oral and written language and developing the necessary learning skills.
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.
Effective methods of corrective impact on the emotional and cognitive sphere of children with developmental disabilities are:
- game situations;
- didactic games, which are associated with the search for specific and generic features of objects;
- game trainings that contribute to the development of the ability to communicate with others;
- psycho-gymnastics and relaxation, allowing you to relieve muscle spasms and clamps, especially in the face and hands.
The majority of students with disabilities have an insufficient level of cognitive activity, immaturity of motivation for learning activities, a reduced level of efficiency and independence. Therefore, the search and use of active forms, methods and techniques of teaching is one of the necessary means of increasing the effectiveness of the correctional and developmental process in the work of a teacher.
The goals of school education, which are set before the school by the state, society and the family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child's potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find their place, show initiative and independence, freely realize their abilities and educational needs, is optimal for achieving these goals. Inclusion active methods learning in the educational process allows you to create such an environment, both in the classroom and in extracurricular activities including for children with disabilities.
Rapidly developing changes in society and the economy today require a person to be able to quickly adapt to new conditions, find optimal solutions difficult questions, showing flexibility and creativity, not to get lost in a situation of uncertainty, to be able to establish effective communications with different people.
The task of the school is to prepare a graduate with the necessary set of modern knowledge, skills and qualities that allow him to feel confident in an independent life.
Traditional reproductive education, the passive subordinate role of the student, cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organization of the educational process, active teaching methods are required.
Cognitive activity is the quality of the student's activity, which is manifested in his attitude to the content and process of learning, in the desire for effective mastery of knowledge and methods of activity in the optimal time.
One of the basic principles of teaching in general and special pedagogy is the principle of consciousness and activity of students. According to this principle, "learning is effective only when students show cognitive activity, are the subjects of learning." As Yu. K. Babansky pointed out, the activity of students should be aimed not just at memorizing the material, but at the process of independently obtaining knowledge, researching facts, identifying errors, and formulating conclusions. Of course, all this should be done at a level accessible to students and with the help of a teacher.
The level of students' own cognitive activity is insufficient, and in order to increase it, the teacher needs to use means that contribute to the activation of learning activities. One of the features of students with developmental problems is the insufficient level of activity of all mental processes. Thus, the use of means of activating educational activity in the course of training is a necessary condition for the success of the learning process for SOVZ schoolchildren.
Activity is one of the most important characteristics of all mental processes, which largely determines the success of their course. Increasing the level of activity of perception, memory, thinking contributes to greater efficiency of cognitive activity in general.
When selecting the content of classes for students with disabilities, it is necessary to take into account, on the one hand, the principle of accessibility, and on the other hand, not to oversimplify the material. Content becomes effective tool activation of educational activity in the event that it corresponds to the mental, intellectual capabilities of children and their needs. Since the group of children with disabilities is extremely heterogeneous, the task of the teacher is to select the content in each specific situation and methods and forms of organization of education that are adequate to this content and the abilities of students.
The next very important means of activating the teachings are the methods and techniques of teaching. It is through the use of certain methods that the content of training is realized.
The term "method" comes from Greek word"metodos", which means a path, a way to move towards the truth, towards the expected result. In pedagogy, there are many definitions of the concept of "teaching method". These include the following: “teaching methods are methods of interconnected activity of a teacher and students aimed at solving a complex of tasks of the educational process” (Yu. K. Babansky); “Methods are understood as a set of ways and means of achieving goals, solving the problems of education” (IP Podlasy).
There are several classifications of methods that differ depending on the criterion that is the basis. The most interesting in this case are two classifications.
One of them, proposed by M. N. Skatkin and I. Ya. Lerner. According to this classification, methods are distinguished depending on the nature of cognitive activity, the level of activity of students.
It highlights following methods:
explanatory-illustrative (information-receptive);
reproductive;
partially search (heuristic);
problem presentation;
research.
Another, the classification of methods for the organization and implementation of educational and cognitive activities; methods of its stimulation and motivation; methods of control and self-control, proposed by Yu. K. Babansky. This classification is represented by three groups of methods:
methods of organization and implementation of educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, labor actions, etc.); reproductive and problem-search (from particular to general, from general to particular), methods of independent work and work under the guidance of a teacher;
methods of stimulating and motivating educational and cognitive activity: methods of stimulating and motivating interest in learning (the whole arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, motivation for learning), methods of stimulating and motivating duty and responsibility in learning;
methods of control and self-control over the effectiveness of educational and cognitive activity: methods of oral control and self-control, methods of written control and self-control, methods of laboratory and practical control and self-control.
We consider the most acceptable methods in the practical work of a teacher with students with disabilities to be explanatory and illustrative, reproductive, partially search, communicative, information and communication; methods of control, self-control and mutual control.
The group of search and research methods provides the greatest opportunities for the formation of cognitive activity among students, but for the implementation of problem-based learning methods, a sufficiently high level of students' ability to use the information provided to them, the ability to independently look for ways to solve the problem is required. Not all younger students with disabilities have such skills, which means that they need additional help from a teacher and a speech therapist. It is possible to increase the degree of independence of students with disabilities, and especially children with mental retardation, and introduce tasks into training based on elements of creative or search activity only very gradually, when a certain basic level of their own cognitive activity has already been formed.
Active learning methods, game methods are very flexible methods, many of them can be used with different age groups and in different conditions.
If a game is a habitual and desirable form of activity for a child, then it is necessary to use this form of organization of activity for learning, combining the game and the educational process, more precisely, using the game form of organizing students' activities to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective mastering by schoolchildren. educational program, which is important not only for students with speech disorders, but also especially important for students with disabilities.
The role of motivation in successful learning children with disabilities cannot be overestimated. Conducted studies of students' motivation have revealed interesting patterns. It turned out that the value of motivation for successful study is higher than the value of the student's intellect. High positive motivation can play the role of a compensating factor in case of insufficiently high abilities of the student, however, in reverse direction this principle does not work - no abilities can compensate for the lack of a learning motive or its low severity and ensure significant academic success. The possibilities of various teaching methods in the sense of activating educational and educational-industrial activities are different, they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who applies it.
The concept of "training method" is closely related to the concept of method. Teaching methods - specific operations interaction between the teacher and the student in the process of implementing teaching methods. Teaching methods are characterized by the subject content, the cognitive activity organized by them and are determined by the purpose of application. The real activity of learning consists of separate techniques.
In addition to methods, forms of organizing training can act as a means of activating learning activities. Speaking of various forms learning, we mean "special constructions of the learning process", the nature of the teacher's interaction with the class and the nature of the presentation educational material in a certain period of time, which is determined by the content of education, methods and activities of students.
Form of organization joint activities teacher and students is the lesson. During the lesson, the teacher can use various teaching methods and techniques, selecting the most relevant to the content of the training and the cognitive abilities of students, thereby contributing to the activation of their cognitive activity.
To enhance the activities of students with disabilities, you can use the following active teaching methods and techniques:
1. The use of signal cards when performing tasks (on the one hand, it shows a plus, on the other, a minus; circles of different colors according to sounds, cards with letters). Children perform the task, or evaluate its correctness. Cards can be used when studying any topic in order to test students' knowledge, identify gaps in the material covered. Their convenience and efficiency lies in the fact that the work of each child is immediately visible.
2. Using inserts on the board (letters, words) when completing a task, solving a crossword puzzle, etc. Children really like the competitive moment during this type of task, because in order to attach their card to the board, they need to answer correctly to a question, or to perform the proposed task better than others.
3. Knots for memory (compilation, recording and hanging on the board of the main points of studying the topic, conclusions that need to be remembered).
This technique can be used at the end of the study of the topic - to consolidate, summarize; during the study of the material - to assist in the performance of tasks.
4. The perception of the material at a certain stage of the lesson with closed eyes is used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; to set children up for a lesson after vigorous activity (after a physical education lesson), after completing a task of increased difficulty, etc.
5. Using the presentation and fragments of the presentation during the lesson.
The introduction of modern computer technologies in school practice makes it possible to make the work of the teacher more productive and efficient. The use of ICT organically complements the traditional forms of work, expanding the possibilities of organizing interaction between the teacher and other participants in the educational process.
Using a presentation creation program seems to be very convenient. On the slides you can place the necessary picture material, digital photographs, texts; you can add music and voice accompaniment to the demonstration of the presentation. With this organization of the material, three types of children's memory are included: visual, auditory, motor. This allows you to form stable visual-kinesthetic and visual-auditory conditioned reflex connections of the central nervous system. In the process of corrective work on their basis, children form the correct speech skills, and in the future, self-control over their speech. Multimedia presentations bring a visual effect to the lesson, increase motivational activity, and contribute to a closer relationship between the speech therapist and the child. Thanks to the sequential appearance of images on the screen, children are able to perform exercises more carefully and fully. The use of animation and surprise moments makes the correctional process interesting and expressive. Children receive approval not only from a speech therapist, but also from the computer in the form of pictures-prizes, accompanied by sound design.
6. Using picture material to change the type of activity during the lesson, development visual perception, attention and memory, activation vocabulary, the development of coherent speech.
7. Active methods of reflection.
The word reflection comes from the Latin "reflexior" - turning back. Dictionary Russian language interprets reflection as reflection on one's inner state, introspection.
In modern pedagogical science, reflection is usually understood as introspection of activity and its results.
AT pedagogical literature there is the following classification of types of reflection:
1) reflection of mood and emotional state;
2) reflection of the content of the educational material (it can be used to find out how the students realized the content of the material covered);
3) reflection of activity (the student must not only understand the content of the material, but also comprehend the methods and techniques of his work, be able to choose the most rational ones).
These types of reflection can be carried out both individually and collectively.
When choosing one or another type of reflection, one should take into account the purpose of the lesson, the content and difficulties of the educational material, the type of lesson, methods and methods of teaching, age and psychological features students.
In the classroom, when working with children with disabilities, reflection of mood and emotional state is most often used.
The technique with various color images is widely used.
Students have two cards of different colors. They show the card according to their mood at the beginning and end of the session. In this case, you can see how emotional condition student during the lesson. The teacher should definitely clarify the changes in the child's mood during the lesson. This is valuable information for reflection and adjustment of their activities.
“Tree of feelings” - students are invited to hang red apples on a tree if they feel good, comfortable, or green if they feel discomfort.
"Sea of joy" and "Sea of sadness" - let your boat into the sea according to your mood.
Reflection at the end of the lesson. The most successful at the moment is considered to be the designation of the types of tasks or stages of the lesson with pictures (symbols, various cards, etc.), which help children at the end of the lesson to update the material covered and choose the stage of the lesson they like, remember, the most successful for the child, attaching their own picture.
All of the above methods and techniques of organizing training to one degree or another stimulate the cognitive activity of students with disabilities.
Thus, the use of active teaching methods and techniques increases the cognitive activity of students, develops them Creative skills, actively involves students in the educational process, stimulates independent activity students that in equally applies to children with disabilities.
Diversity existing methods teaching allows the teacher to alternate between different types of work, which is also an effective means of activating learning. Switching from one type of activity to another prevents overwork, and at the same time does not allow you to be distracted from the material being studied, and also ensures its perception from different angles.
Activation tools must be used in a system that, by combining properly selected content, methods and forms of organization of education, will stimulate various components of educational and correctional development activities for students with disabilities.
Application of modern technologies and methods.

Currently topical issue is the preparation of schoolchildren for life and work in the new socio-economic conditions, in connection with which there was a need to change the goals and objectives of the correctional education of children with disabilities.
An important place in the educational process that I carry out is occupied by a correctional-developing model of education (Khudenko E.D.), which provides schoolchildren with comprehensive knowledge that performs a developing function.
In the author's method of remedial education, the emphasis is on the following aspects of the educational process:
- development of a compensation mechanism for a student with disabilities through the educational process, which is built in a special way;
- formation of a system of knowledge, skills and abilities defined by the Program in the context of the development of an active life position for the student, to professional career guidance, development of future prospects;
- development by the student of a set of models of educational / extra-curricular behavior, providing him with successful socialization corresponding to a certain age category.
As a result of correctional and developmental education, there is an overcoming, correction and compensation of violations of the physical and mental development of children with intellectual disabilities.
For the development of the whole personality of the child is very important role play correctional and developmental lessons. These are lessons during which training information is worked out from the standpoint of the maximum activity of the work of all analyzers (vision, hearing, touch) of each individual student. Correction-developing lessons contribute to the work of all higher mental functions (thinking, memory, speech, perception, attention) aimed at solving the goals and objectives of the lesson. The principles of technology are at the heart of correctional and developmental lessons:
The principle of the development of the dynamism of perception involves the construction of training (lessons) in such a way that it is carried out at a sufficiently high level difficulties. This is not about complicating the program, but about developing such tasks, in the performance of which the student encounters some obstacles, the overcoming of which will contribute to the development of the student, the disclosure of his capabilities and abilities, the development of a mechanism for compensating various mental functions in the process of processing this information. For example, in a lesson on the topic "Declination of nouns" I give the task "divide the given words into groups, add the word to the desired group."
Based on the constant active inclusion of inter-analyzer connections, an effectively responsive system for processing information that comes to the child develops. For example, in a reading lesson I give the task "Find a passage in the text that is shown in the illustrations." which contributes to the dynamism of perception and allows you to constantly exercise in information processing. Dynamism is one of the basic properties this process. There is also "meaningfulness" and "constancy". These three characteristics are the essence of the process of perception.
The principle of productive information processing is as follows: I organize training in such a way that students develop the skill of transferring information processing methods and thereby developing a mechanism for independent search, choice and decision making. We are talking about how, in the course of training, to develop in the child the ability of an independent adequate response. For example, when studying the topic “Word composition”, I give the task - “Collect the word” (Take the prefix from the first word, the root from the second, the suffix from the third, the ending from the fourth).
The principle of development and correction of higher mental functions involves the organization of training in such a way that during each lesson various mental processes are exercised and developed. To do this, I include special corrective exercises in the content of the lesson: for the development of visual attention, verbal memory, motor memory, auditory perception, analytical and synthetic activity, thinking, etc. For example,
for concentration of attention I give the task “Do not miss the mistake”;
to a verbal-logical generalization - "What time of the year is described in the poem, how was it determined?" (animal, tree, etc.).
on auditory perception - "Correct the wrong statement."
The principle of motivation for learning is that tasks, exercises, etc. should be interesting to the student. The whole organization of training is focused on the voluntary inclusion of the student in the activity. To do this, I give creative and problematic tasks, but corresponding to the capabilities of the child.
Sustained interest in learning activities among mentally retarded students is formed through travel lessons, game lessons, quiz lessons, research lessons, meeting lessons, story lessons, creative assignment defense lessons, through the involvement fairy tale characters, game activity, extracurricular work and the use of various methods. For example: help fairy tale hero count the number of objects, sounds, syllables, etc. I offer children to read words in half letters. Half of the word (upper or lower) closes. In the lessons in the form of a riddle, rebus, charade, crossword puzzle, the topic of the lesson can be given. encrypted topic. "- We are scouts today, we need to complete the task. - Decipher the word, for this, arrange the letters in accordance with the numbers in order."
On the example of a Russian language lesson

Methods of teaching and educating children with disabilities

Methods of teaching and educating children with disabilities are based on an individual approach to the child. The task of an individual approach is to teach the child to achieve success in school, to get high results in learning within the limits of the child's capabilities. Methods and techniques for teaching children with disabilities in a preschool educational institution are:

Individual approach to each child with disabilities;
Constant motivation for learning;
Ratifications for small successes to create and sustain a sense of purpose;
Setting interesting chains of learning goals;
Forming the necessary skills and habits to facilitate learning.

Auxiliary techniques with an impact on the emotional and cognitive sphere of children with developmental disabilities are: learning in a game format; trainings to stimulate development and adoption among peers; psychological gymnastics and relaxation, allowing you to relieve fatigue, gain a charge of vivacity and strength.

Method of projects in teaching children with disabilities .

The method of projects in teaching children with disabilities is aimed at increasing interest and forms a positive motivation for learning, engaging in open communication with the team, active participation in education. Project methods in teaching children with disabilities allow you to create for children natural environment, conditions of activity that are close to the real circumstances of mature life. To do this, the developed methods must fulfill a number of important tasks: to create conditions for the qualitative assimilation of knowledge and the acquisition of strong skills; stimulate the activity of the child and his creativity; increase children's interest in cognitive activities; ensure communication and cohesion between children; to instill not only an interest in learning, but also a love for acquiring knowledge and skills. Project methods in teaching children with disabilities can bring permanent results Therefore, the teacher needs to keep in touch with the parents of the child, in order to better understand the characteristics of the young person, timely adjust their methods and predict the results.

The main working methods of teaching and educating children with disabilities:

Individual approach

The individual approach is based on the idea that provides the same treatment for all children and creates special conditions for the education of children with disabilities. First of all, developing individual tasks, requirements and forms of their implementation, corresponding to the special needs of the child. There is a consultation with difficulties in education. This approach requires knowledge of the characteristics of the child, the presence educational plan and control over its implementation. When implementing an individual approach, the following are taken into account: violations that have an inhibitory effect on the mental and physical development of the child; the state of speech, intellect, emotional-volitional sphere; individual characteristics of children, creating the conditions necessary to stimulate development, motivation, activity, mood and desire to learn; the work of attention, memory, perception and the very thinking type of temperament. This is where the individual approach to the child should begin.

At the beginning of work, take a closer look at what positions the child takes and what strategies (forms) of thinking he demonstrates, what difficulties he has in work. All such information will help create special methods for teaching and educating children with disabilities, with which you can improve the results, both basic and additional training. Particular emphasis is recommended to be placed on the development of perspective thinking in the child. This kind of thinking will help him to strive and achieve great results almost regardless of his condition.

Constant motivation and validation for academic excellence “Motivation is desire! Differences in motivation stem from the fact that desires are different, but the essence remains the same: if you don’t want something, then you won’t do it, ”says in his book“ Success, or positive image thinking" Philip Bogachev. Despite a very simple and well-aimed presentation, a lot of questions remain: how to determine the true desires of a child and how to motivate him? To find answers, you need to start with definitions and the basics of motivation.

Motive is the reason that pushes for action.

Ratification is praise, approval, reward for something. Motivation can be positive (“towards something”) and negative (“from something”), external and internal. It is advisable to use two types at once, but focus on the first so that the child is more proactive. You can create positive motivation in a child based on his desires, interests and level of thinking for the future. An external type of motivation with a negative look is pressure from the outside: condemnation, demand, punishment (blackmail) from the person's environment. An external type of motivation with a positive look is influence from outside: requests, deals, demonstration of one's desires and expectation in relation to a person, rewarding, approval, praise (desire to acquire, approval or benefits). An internal type of motivation with a negative look is demotivation, which is expressed in the expectation of loss, failure, the acquisition of something harmful or depressing. An internal type of motivation with a positive look is the influence of one's own psychology on oneself: a desire for self-affirmation, a test of relief and / or relaxation after labor, joy or pleasure, self-recognition of oneself as someone or self-recognition of something in oneself. You have to talk heart to heart with the child, get to know him and his life better. Determine the child's values. In general, there will be no work. And with the definition of the types of motivation, you can help him “find” the most good wishes. Ratification is necessary for the development of a reflex (in the popular language - habits). It is expressed by any kind and type of motivation, contributes to an increase in aspirations, enthusiasm, and is used only in training. In other words, you have to find something to ratify the child for success. Goals: the habit of achieving success in a child; the presence of knowledge and understanding that learning leads the child to achieve desired and interesting goals for him; the ability of the child to work for the future.

Tasks:

1 . Ratify the child for: each small success (small reward: praise, affection, approval, compliment), then average success (candy, relaxation, entertainment, etc., along with a small reward), and then for even greater success (usually a holiday , good acquisition or major approval, recognition in society).
2 . Apply an individual approach.
3 . Setting interesting chains of goals.

A living person differs from a half-living person by purposeful movement. Think about this expression. A goal can only be real and incendiary if it is based on the values of its owner. In other cases, it is an attempt at self-deception, a kind of self-justification, or an escape from reality. Children are our future, the continuation of our lives and ideas, so they need to be taught responsibility, honesty with themselves, a sober view of the world. This is where personal goals come in handy. Finding and setting goals that are personally interesting and / or necessary for the child is the basis of any professional method projects in teaching children with disabilities, individual approach. Goals should be sought in the interests of the child or linked to the interests of the child. What is the child talking about? What does he pay more attention to? Where does it react strongly? These and similar questions help develop an idea for a goal. The presence of a goal in a child will increase the effectiveness of the methods and techniques of teaching children with disabilities, or rather: education, social adaptation, personality maturation, learning.

Goal setting rules:

Formulation in present tense.
Without negative "not" and "no" (positive-positive format).
Determining the scope of its implementation (conditions, terms).
Breakdown into subgoals (pyramids are built in stages).
Determination of everything necessary and necessary to achieve the milestone goal (tools and resources). Tools are additional material. And resources are: time, knowledge, skills, acquaintances, money.
Certainty in the prospects for the child and his environment from the achievement of the goal.
dream effect. When thinking about a goal and achieving it, a lot of emotions, strength, desires, aspirations, and enthusiasm should be created. If there are at least 2 effects, the developed idea can be approved as a goal.
4 . training

Training is learning in a game format, a common form active learning for putting knowledge into practice and mastering important skills or, simply put, the game itself. The training is used by different professionals in different areas of working with people. The goals of the training are to master new skills, form patterns of behavior, and gain the first positive experience. It is excellent for unleashing the creative potential of a person and solving psychological problems. In practice, training important features, such as: entertainment - inspires, arouses interest, brings diversity and allows you to discharge, communication - communication develops, the ability to establish and maintain relationships, diagnostics - identifying deviations from the norms in behavior, self-knowledge, preparation - teaches you to overcome difficulties in real life situations , adjustment - makes a change in the personality of the participants, socialization - teaches to adapt in different situations, working out - participants work out their knowledge and skills. The structure of the game includes: roles; game actions; game use of resources; relationships between participants; plot (different situations from life). It is recommended to use a competitive plot to develop the participant (s) of purposefulness, quick adaptation and cohesion with the team. The article does not describe all the methods of teaching and educating children with disabilities, but each of them significantly helps in the socialization of the child, and his teacher brings a variety of project methods in teaching children with disabilities and improves the results of both.

Topic: Implementation of individual and differentiated approaches in the education and upbringing of children with disabilities.

“If pedagogy wants to educate a person

in all respects, it must above all

to know him also in all respects.”

K. D. Ushinsky

Modern system special education involves the education of children with developmental disabilities in special (correctional) educational institutions that create favorable conditions for the development and correction of violations of the physical and mental development of children with disabilities. But they do not sufficiently take into account the individual needs of the family, its housing, material, intellectual, educational resources and opportunities. Remoteness and isolation of the majority special institutions from settlements creates a situation of “separation” of the child from the family and native village, disrupts the process of subsequent adaptation and socialization of the child, negatively affects the development of his communication skills, sociocultural activity (L.M. Kobrina).
In the light of the current new trends, it became necessary to create a system of integrated education and upbringing of children with disabilities, the pedagogical conditions in which will correspond to the development and opportunities as children with special educational development needs.

Currently, assistance to children with developmental problems is provided in various types of educational institutions that are designed for differentiated education and training of children with developmental disabilities, depending on the nature and severity of the disorder, in accordance with primary, secondary deviations in children of the same category.

Under differentiated training term is usually understood as a form of organization of educational activities for various groups students.

Individual approach is an important psychological pedagogical principle taking into account the individual characteristics of each child.

The fact that education and upbringing, one way or another, must be coordinated with the level of development of the child is an established and repeatedly verified fact that cannot be disputed.

Different children acquire knowledge, skills and abilities in different ways. These differences are due to the fact that each child, due to the conditions of development specific to him, both external and internal, has individual characteristics.

Psychophysiological characteristics of children, different levels their mental abilities are naturally required to ensure effective learning each child or group of children of different learning conditions. In the conditions of a school, this is possible with the individualization and differentiation of education.

How to build a process of differentiated learning?

Practitioners say: according to the degree of mental development, performance. Theorists consider: according to the degree of assistance to the child. Differentiation can be carried out according to the degree of independence of children in completing tasks.

This work is complex and painstaking, requiring constant monitoring, analysis and accounting of results.

Differentiation in modern understanding- this is taking into account the individual characteristics of children in the form when children are grouped on the basis of any characteristics for separate education.

The essence of a differentiated approach lies in the organization of the educational process, taking into account age characteristics, in creating optimal conditions for the effective activity of all children, in restructuring the content, methods, forms of education that take into account the individual characteristics of schoolchildren as much as possible. This approach allows dividing children into subgroups in which the content of education, teaching methods, and organizational forms differ, and the composition of subgroups may vary depending on the set learning task.

Differentiated Approach in traditional system learning organizationally consists in a combination of individual, group and frontal work. This approach is necessary at all stages of learning.

An integral part of remedial classes with children with developmental disabilities - optimization of the conditions of educational activities in the process of special correctional work. Correctional work carried out in all classes and outside of school hours. During the educational and correctional work with children with developmental disabilities, it is necessary to adhere to the following rules:
to carry out an individual approach to each of the children in the lessons of the general education cycle;
to prevent the onset of fatigue, using a variety of means for this (alternating intellectual and practical (playing) activities, presenting material in small doses, providing dosed assistance, interesting didactic material etc.);
in the learning process, one should use those methods that can maximize the cognitive activity of children, develop their speech and form the necessary learning skills;
in the system of corrective measures, it is necessary to provide for classes that prepare children for the assimilation of various sections curricula, as well as enriching their knowledge about the world around them;
When working with children with developmental disabilities, the teacher must show special tact. It is very important to constantly notice and encourage the slightest successes of children, to help each child in a timely and delicate manner, to develop in him faith in his own strengths and capabilities (N.N. Malofeev).
Thus, the interest of society in creating optimal conditions for identifying the inclinations and maximizing the development of the abilities of all children leads to the need for differentiation of education.

INDIVIDUAL APPROACH TO LEARNING- the pedagogical principle, according to which in educational work with a team of children, a pedagogical impact is achieved on each child, based on knowledge of his personality and living conditions.

Correctional pedagogy determines the methods of teaching and educating children with developmental disabilities, taking into account the objective nature of their defect.

Each child has individual traits. The primary disorder affects the physical and mental development of the child. Therefore, mastering the methods of working with such children depends on the depth of study of the whole complex of traits and phenomena that make up the peculiarity of their mental activity. Knowing the individual characteristics of each student helps the teacher to find the most appropriate approach to him. In these cases, the correction occurs, as it were, in two plans - on the one hand, work is underway to overcome general underdevelopment and therefore the impact extends to all aspects of the personality, on the other hand, it is addressed to individual shortcomings.

In correctional pedagogy, individualization of education and upbringing is a fundamental concept, since only taking into account the individual characteristics of children with various developmental disabilities creates conditions for successful development harmonious personality of each child, his abilities, vital important skills and skills, for his psychophysical health. At the same time, it is necessary to pay attention to the various specifics of defects, in which each child with one or another deviation in development is exceptional and has individual characteristics of mental and physical development.

Children with developmental disabilities need an individual approach from the very beginning of education and upbringing, since only taking into account the individual characteristics of children with various developmental disabilities creates conditions for the successful development of the harmonious personality of each child, his abilities, vital skills and abilities, for his psychophysical health .

When implementing an individual approach, the following are taken into account:

Primary disorder that affects the physical and mental development of the child,

The state of speech, intellect, emotional-volitional sphere

Age and individual characteristics of children,

Creation of conditions for the manifestation and development of their desires, interests, inclinations, opportunities.

Features of mental processes (perception, attention, memory, thinking);

temperament type.

An individual approach allows not only to take into account these features, but also to conduct individual consistent work with each child. For some categories of children, individual lessons are one of the main conditions for development.

An obligatory stage in the classroom is the use of health-saving technologies:

osteopathic gymnastics,

game hour after sleep,

dynamic breaks,

articulation gymnastics.

finger gymnastics,

outdoor games,

health paths - walking,

breathing exercises

art therapy,

music therapy,

fairy tale therapy,

psychogymnastics,

All my activities and the activities of all teachers working with children with disabilities are aimed at eliminating the causes of difficulties in upbringing and education and successful adaptation to society.

Thus, a differentiated approach and taking into account individual characteristics are the condition for the maximum possible correction of violations in the development of the child and his adaptation to the world around him.

Kim J.L. - educator

Modern approaches to the organization of children with disabilities

The problems of special education today are among the most urgent in the work of all departments of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions. This is due, first of all, to the fact that the number of children with disabilities and children with disabilities is steadily growing. .

Currently There are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are children with disabilities. In addition to the growth in the number of almost all categories of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, the complex nature of disorders in each individual child.

The education of children with disabilities and children with disabilities provides for the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with ordinary children for education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation.

Getting children with disabilities and children with disabilities education is one of the main and indispensable conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social activities.

The Constitution of the Russian Federation and the Law “On Education” state that children with developmental problems have equal rights to education with everyone. The modern approach to special (correctional) education is to create domestic and external conditions for the development and correction of children (with disabilities).

1. External conditions– the attitude of the state and society towards children with disabilities. The external conditions for the education of children with disabilities should be provided by the state policy:

Job creation;

Demand in the labor market for citizens with disabilities.

2. Internal conditions- imprisoned in the work of an educational institution.

Aimed at the development and correction of children with disabilities (it is the school that prepares the child for further independent life in the state and society);

Pre-profile and profile training in schools, taking into account the demand for the labor market for the current period of time.

In Russia, the activities of special (correctional) educational institutions are regulated by the model regulation "On a special (correctional) educational institution for students, pupils with developmental disabilities" (1997) and the letter "On the specifics of the activities of special (correctional) educational institutions of I-VIII types."

Special educational institutions are divided into:

· correctional (compensating) institutions of preschool education:

Nursery-gardens;

kindergartens;

Preschool groups at kindergartens and orphanages general purpose as well as at special schools and boarding schools.

· correctional educational institutions:

Schools I - VIII types;

Special classes in some institutions of general education.

· correctional institutions of primary vocational education;

· educational institutions for children in need of psychological and medical and social assistance:

Centers for diagnostics and counseling;

Centers for psychological, medical and social support;

Psychological and pedagogical rehabilitation and correction.

· Health-improving educational institutions of sanatorium type.

The selection of children to all correctional educational institutions is carried out by the PMPK. The commission gives an opinion on the state of the child's psychophysical development and recommendations on further forms of education.

Special (correctional) institutions in Russia are divided into 8 types.

To avoid indicating defects in official name these schools are named after the serial number of the type of violation.

Type I– special educational institution for deaf children.

type II- a special educational institution for hearing-impaired and late deaf children.

III view- a special educational institution for blind children.

Type IV - a special educational institution for visually impaired children.

5th view- a special educational institution for children with severe speech disorders.

VI type- a special educational institution for children with disorders of the musculoskeletal system (ICP).

7th view- a special educational institution for children with learning difficulties - with mental retardation.

VIII view- a special educational institution for children with mental retardation.

All types of schools, except for the last (VIII type), give their graduates the so-called qualified education.

The educational process in these schools consists of three stages, similar to general education schools:

Level 2 - basic general education;

Stage 3 - secondary (complete) general education.

· Special (correctional) educational institution of the 1st type

A special (correctional) educational institution of the first type is created for the education and upbringing of deaf children.

Deafness - persistent hearing loss, in which independent mastery of speech and intelligible perception of speech is impossible.

· Special (correctional) educational institution of the II type

A correctional institution of the II type is created for the education and upbringing of hearing-impaired children (having partial hearing loss and varying degrees of speech underdevelopment) and late deaf children (those who became deaf in preschool or school age, but retained independent speech).

The visually impaired are taught according to mass school textbooks, which are printed in larger type and with special transformed images available for visual perception.

Pros and cons of integrated learning


1. Children with disabilities learn to communicate with their peers	1. A child with disabilities learns the educational program more slowly
2. Children with disabilities feel on an equal footing with other children	2. A child with disabilities will not be able to withstand a high academic load
3. Children with disabilities receive training for a future independent life in society	3. The teacher cannot pay enough attention to children with disabilities
4. Integrated learning allows you to activate the forces of children with disabilities, set them up to overcome life's difficulties	4. Lack of specialists working with children with disabilities (specially trained psychologists, speech pathologists, medical workers)
5. Other children learn to accept children with disabilities as equal members of society

Other options for teaching children with disabilities

1. Home schooling

Teachers of an educational institution visit the child in an organized manner and conduct classes with him directly at his place of residence;

Education is conducted according to a general or auxiliary program, built taking into account the capabilities of the student;

Upon completion of training, the child is issued a school leaving certificate of a general form indicating the program in which he was trained.

2. Distance learning- complex educational services provided to children with disabilities through a specialized information and educational environment based on the means of exchange educational information at a distance (satellite television, radio, computer communications, etc.). For the implementation of distance learning, it is necessary multimedia equipment(computer, printer, scanner, webcam, etc.), which will be used to keep the child in touch with the distance learning center. During the educational process, both the teacher and the child communicate online, and the student completes the tasks sent to him in in electronic format, followed by sending the results to the distance learning center.

Today in Russia, with the help of distance learning, you can get not only secondary, but also higher education - many domestic universities are actively involved in distance learning programs.

Ø Center for the Development of Children at the Omsk State Pedagogical University, Omsk State Pedagogical University

Address: Omsk - Mira prospect, floor.

Ø Lado

Assistance in learning, development and overcoming difficult situations. Logopedic center. Center for tutoring services. Psychological help.

Phone: 499-105

Ø State institution of the Omsk region "Social rehabilitation center for minors "Nadezhda" city of Omsk"

Prevention of neglect and homelessness, as well as social rehabilitation of minors who find themselves in difficult life situation. The subject of activity is social support for minors.

Ø Social rehabilitation center for minors
Address: Omsk, Kamerny lane, 16a

Phone: 561401

Ø Znayka+ , Education Centre

Phone: , 8-65

Ø Regional PMPK

Address: Educational, 191

Ø MOU "City psychological health and education center" (city PMPK)

Address: Omsk, st. Orlovsky - 10.

(branch of the city of PMPK) - st. Kuibyshev, 27/7

Ø State educational institution of the Omsk region

G.Omsk,

tel/,

Ø BU "PMPC" Center pedagogical support early family education

Address: Komsomolsk town - 14

Ø "Down Syndrome Omsk" Omsk Regional Public Organization of the Disabled

Address: st. Gorky - 87,

Ø GROUP MUSIC THERAPY FOR CHILDREN WITH LIMITED HEALTH OPPORTUNITIES IN THE CONDITIONS OF THE CENTER OF SOCIAL ASSISTANCE.

Ø Psycho. Clinic Omsk - 85

Ø Speech center -

Ø "Up to sixteen" - clinic (narrow specialists)

them. 30th anniversary of the Komsomol - 48

Ø "Armos" center of alternative medicine

Non-state educational institutions

Ø Non-state educational institution "Slavic school in honor of the saints Equal-to-the-Apostles Cyril and Methodius"
4-a

Ø Non-state educational institution "Author's Experimental School"
-G

Ø Non-state educational institution "New Generation"
Omsk, Magistralnaya, 74, apt. 109

Ø Non-state educational institution Education Centre"Thumbelina"
Omsk, Maloivanovskaya, 45

Ø Non-state educational institution General education secondary (complete) school "Wiedergeburt"
0-a

Ø Non-state educational institution General education secondary full school"Edelweiss"
5, k.4

Ø Non-state educational institution "Center for Education and Development"
32-a

Ø Non-state educational institution School "Alpha and Omega"
8-a

Ø Non-state educational institution School "Vozrozhdeniye"
3-b

Ø Non-state educational institution School "Intellect"
Omsk, Chamber lane, 52, 20 (DK `Rubin`)

Ø Non-state educational institution School "Premier"
0-a

Kindergartens of combined and compensatory type

District: central

Address: omsk - 50 years of VLKSM, 12a

Kindergarten No. 000, compensatory type

Omsk, Oktyabrsky district, Shinnaya 6th, 7

tel. (3812) 56−10−13

Kindergarten No. 000, Herringbone, correctional type for children with disorders of the musculoskeletal system

Kindergarten No. 000, combined type

Omsk, Oktyabrsky district, Molodezhnaya 1st, 22,

Used Books

Dictionary reference. "Defectology" / Ed. B. P. Puzanova - Moscow: New School, 1996.

Dictionary reference. "Correctional Pedagogy and Special Psychology" / Comp. N. V. Novotvortseva - Moscow: Academy of Development, 1999.

"Correctional Pedagogy" /, etc. - Rostov n / D .: March, 2002.

"Fundamentals of correctional pedagogy" / A. D. Goneev et al. - Moscow: Academy, 2001.

"Correctional Pedagogy" / - Rostov n / D: Phoenix, 2002.

"Correctional Pedagogy in Primary Education" / Ed. G. F. Kumarina. - Moscow: Academy, 2001.

"Psychology of children with disorders and deviations of mental development: Reader" - St. Petersburg, 2000.

"Psychological-medical-pedagogical examination of the child" / - Moscow: Arkti, 1999.

"Special Pedagogy" / N. M. Nazarova - Moscow

“Special Pedagogy. Reader" / N. M. Nazarova, G. N. Penin - Moscow, 2008.

"Deaf Pedagogy" / M. I. Nikitina - Moscow, 1989.

"Deaf Pedagogy" / E. G. Rechinskaya - Moscow, 2005.

"Therapeutic pedagogy" / E. M. Mastyukova - 1997.

“Abelative work with children early age with hearing impairments" - St. Petersburg, 2007.

"Family education of children with developmental disabilities" / E. M. Mastyukova, Moskovkina - Moscow, 2004.

"Children with mental retardation" / Vlasova, Lubovsky - Moscow, 1984.

“Selection of mentally retarded children in special. institutions" / S. D. Zabravnaya - Mlskva, 1988.

"Preschool oligophrenopedagogy" / A. A. Kataeva, E. A. Strebeleva.

"Tyflopedagogy" / A. G. Litvak - 2007.

K. S. Lebedinskaya chapter “Main issues of the clinic and systematics of mental retardation”

 N. Yu. Boryakova - article "Clinical and psychological and pedagogical characteristics of children with mental retardation."

Martin W. Barr, Mental defectives: their history, treatment, and training, 1904

N. Yu. Boryakova, Educational systems education and upbringing of children with developmental disabilities, 2008