Types of remedial education. Special education school system

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CHAPTER1. Correctional education

The problems of upbringing, training, socialization of children with developmental disabilities are currently one of the priority areas of activity not only for the Ministry of Education of the Russian Federation, but also for the Ministry of Labor and Social Development, and the Ministry of Health.

At present, the education and upbringing of atypical children is carried out by qualified specialists, primarily by teachers-defectologists, who are trained at the faculties correctional pedagogy and special psychology row pedagogical institutes and universities in the country.

Attention to the problems of atypical children on the part of the state is manifested in legislative acts aimed at organizing comprehensive assistance to such children and their families, creating the necessary conditions for the continuous development and improvement of the system. special education.

1.1 Special education for children with handicapped health

The most complete definition of the concept education gave V.S. Lednev: “Education is a socially organized and standardized process of constant transfer of socially significant experience by previous generations to subsequent generations, which is, in ontogenetic terms, a biosocial process of personality formation. Three main structural aspects are distinguished in this process: cognitive, ensuring the assimilation of experience by a person ; education of typological personality traits, as well as physical and mental development "Lednev V.S. The content of education. - M., 1989 ..

Thus, education includes three main parts: training, upbringing and development, which, as B.K. system operation.

Correctional education or correctional educational work is a system of special psychological, pedagogical, sociocultural and therapeutic measures aimed at overcoming or mitigating shortcomings psycho physical development children with disabilities, providing them with available knowledge, skills, development and formation of their personality as a whole. The essence of correctional education is the formation of psycho physical functions the child and enriching his practical experience along with overcoming or weakening, smoothing, his mental, sensory, motor, behavioral disorders. Let's give an approximate meaningful decoding of the educational correctional process according to B.K. Tuponogov:

1. remedial education- this is the assimilation of knowledge about the ways and means of overcoming the shortcomings of psychophysical development and the assimilation of ways to apply the knowledge gained;

2. Correctional education- this is the upbringing of typological properties and personality traits that are invariant to the subject specificity of activity (cognitive, labor, aesthetic, etc.), allowing to adapt in the social environment;

3. Corrective development - this is the correction (overcoming) of deficiencies in mental and physical development, the improvement of mental and physical functions, the intact sensory sphere and neurodynamic mechanisms for compensating for a defect.

The functioning of the correctional pedagogical system is based on the following provisions formulated L.S. Vygotsky within the framework of the theory of cultural and historical development of the psyche developed by him: the complexity of the structure (specific features) of the defect, the general patterns of development of a normal and abnormal child. According to L.S. Vygotsky, the goal of correctional work should be an orientation towards the all-round development of an abnormal child as an ordinary one, simultaneously correcting and smoothing out his shortcomings: “It is necessary to educate not the blind, but the child first of all. To educate the blind and deaf means to educate deafness and blindness ...". Correction and compensation of atypical development can be effectively carried out only in the process of developmental education, with the maximum use of sensitive periods and reliance on the zones of actual and immediate development. The process of education as a whole relies not only on established functions, but also on emerging ones. Hence, the most important task of remedial education is the gradual and consistent transfer of the zone of proximal development to the zone of actual development of the child. Implementation of correctional-compensatory processes of atypical development of a child is possible only with the constant expansion of the zone of proximal development, which should act as a guide for the activities of a teacher, educator, social pedagogue and social worker. There is a need for systematic, daily qualitative improvement and increment of the level of proximal development.

Correction and compensation for the development of an atypical child cannot occur spontaneously. It is necessary to create certain conditions for this: pedagogization environment, as well as productive cooperation of various social institutions. The decisive factor on which the positive dynamics depends psychomotor development, there are adequate conditions for upbringing in the family and the early start of comprehensive treatment, rehabilitation and correctional psychological, pedagogical, sociocultural activities that involve the creation of an occupational therapy environment focused on the formation of adequate relationships with others, teaching children the simplest labor skills, developing and improving integrative mechanisms with the aim of inclusion, if possible on an equal footing, of children with problems in ordinary, generally accepted socio-cultural relations. L. S. Vygotsky wrote in this regard: “From a psychological point of view, it is extremely important not to lock such children into special groups, but it is possible to practice their communication with other children more widely.” An obligatory condition for the implementation of integrated education is the orientation not on the characteristics of the existing disorder, but, first of all, on the abilities and possibilities of their development in an atypical child. There are, as noted by L.M. Shipitsyna, several models of integrated education for children with problems:

Education in a mass school (regular class);

Education in the conditions of a special class of correction (alignment, compensatory education) at a mass school;

Education in different educational programs within the same class;

Education in special education correctional school or a boarding school that has classes for healthy children.

The earlier the organization and conduct of corrective work begins, the more successfully the defect and its consequences are overcome. Taking into account the ontogenetic features of children with special educational needs, a number of principles of corrective educational work are distinguished:

1. The principle of unity of diagnostics and correction of development;

2. The principle of correctional and developmental orientation of training and education;

3. The principle of an integrated (clinical-genetic, neurophysiological, psychological, pedagogical) approach to the diagnosis and realization of the capabilities of children in the educational process;

4. The principle of early intervention, which implies medical, psychological and pedagogical correction of the affected systems and functions of the body, if possible - from infancy;

5. The principle of relying on the safe and compensatory mechanisms of the body in order to increase the effectiveness of the ongoing system of psychological and pedagogical measures;

6. The principle of individual and differentiated approach within the framework of correctional education;

7. The principle of continuity, succession of preschool, school and vocational special correctional education.

Correctional educational work is a system of pedagogical measures aimed at overcoming or weakening the violations of the psychophysical development of the child through the use of special educational means. It is the basis of the process of socialization of abnormal children. Corrective task all forms and types of classroom and extracurricular activities in the process of formation in children of general educational and labor knowledge, skills and abilities. The system of corrective educational work is based on the active use of the preserved capabilities of an atypical child, "poods of health", and not "spools of disease", in the figurative expression of L.S. Vygotsky. In the history of the development of views on the content and forms of correctional educational work, there were various directions

1. sensationalistic(lat. sensus-feeling). Its representatives believed that the most disturbed process in an abnormal child is perception, which was considered the main source of knowledge of the world (Montessori M., 1870-1952, Italy). Therefore, in practice special institutions special classes were introduced to educate sensory culture, enrich the sensory experience of children. The disadvantage of this direction was the idea that improvement in the development of thinking occurs automatically as a result of improvement in the sensory sphere of mental activity.

2. Biologization(physiological). Founder - O. Dekroli (1871-1933, Belgium). Representatives believed that all educational material should be grouped around the elementary physiological processes and instincts of children. O. Dekroli singled out three stages of correctional and educational work: observation (in many respects the stage is consonant with the theory of Montessori M.), association (the stage of development of thinking through the study of the grammar of the native language, general educational subjects), expression (the stage involves work on the culture of the child’s direct actions: speech , singing, drawing, manual labor, movements).

3. Social - activity. A.N. Graborov (1885-1949) developed a system of education of sensory culture based on socially significant content: play, manual labor, subject lessons, excursions into nature. The implementation of the system was carried out with the aim of educating children with mental retardation of a culture of behavior, the development of mental and physical functions, and voluntary movements.

4. The concept of a complex impact on the personality of an abnormal rebbenin the process of education. The direction took shape in the domestic oligophrenopedagogy in the 30s - 40s. XX century under the influence of research on the developmental significance of the learning process as a whole (Vygotsky L.S., Gnezdilov M.F., Dulnev G.M., Zankov L.V., Kuzmina-Syromyatnikova N.F., Solovyov I.M.). This trend is associated with concept of dynamic approach to understanding the structure of the defect and the prospects for the development of mentally retarded children. The main provision of this direction was and remains at the present time that the correction of defects in cognitive processes in children with developmental disabilities is not allocated to separate classes, as was the case earlier (with Montessori M., Graborov A.N.), but is carried out in the whole process of education and upbringing of atypical children.

At present, defectological science and practice faces a number of organizational and scientific problems, the solution of which would make it possible to qualitatively and quantitatively improve the process of correctional education:

Creation of permanent full-time psychological, medical and pedagogical consultation commissions, with the aim of earlier detection individual structure developmental defect in children and the beginning of corrective education and upbringing, as well as improving the quality of selection of children in special (auxiliary) educational institutions;

Implementation of the total intensification of the process of correctional education of children with disabilities through defectological general education and improvement of pedagogical skills;

Organization of a differentiated approach with elements of individualization to the didactic process within certain categories of children with developmental disabilities;

Distribution of correctional educational work in some specialized children's medical institutions in which children of preschool age are treated, in order to optimally combine medical and health-improving and psychological and pedagogical work for the successful preparation of children for training in a special educational correctional school;

Providing an opportunity to receive an adequate education to all children with disorders of psychophysical development. Insufficient (incomplete) coverage of atypical children by special (correctional) schools is noted. At present, about 800,000 children with developmental defects in the country are either not covered by school education at all, or are studying in mass schools, where they do not have adequate conditions for development and are not able to master the educational program;

Strengthening the material and technical base of special correctional preschool and school institutions;

Creation of a multi-purpose pilot production for the development and manufacture of small series technical means education for children with sensory and motor developmental disorders;

Development sociological problems associated with defects in ontogeny, which will contribute to the disclosure of the causes of developmental deviations, the implementation of the prevention of defects, planning the organization of a network of special institutions, taking into account the prevalence of children with disabilities in different regions of the country;

Expansion of the social and cultural support network for families raising children with disabilities, defectological education of parents, introduction of innovative forms of work of educational institutions with the family of an atypical child.

The development of these problems is carried out by the Institute of Correctional Pedagogy of the Russian Academy of Education.

At present, there are more than 1,800 special educational correctional preschool and school institutions for children with disabilities in the Russian Federation. More than 280 thousand schoolchildren study there. More than 125,000 preschool children with developmental problems are brought up in special kindergartens and specialized groups of preschool educational institutions.

In addition, the ones created since 1981 have become widespread. at mass schools, classes for children with a delay mental development(over 135 thousand children in the Russian Federation), compensatory education (more than 210 thousand children in the Russian Federation).

The sphere of correctional pedagogy and special psychology is supplemented by speech therapy centers at mass general education schools and children's educational institutions, as well as various counseling and training centers. A positive aspect is the absence of pronounced practices of sociocultural isolation of atypical children from other members of society, ordinary children, the presence of all constitutional rights in people with problems, the possibility of integrated learning.

Also in the Russian Federation, work is underway to prevent developmental deviations in childhood. It is complicated by material and social difficulties, the decline in the cultural level of parents, the not always high quality of medical care, the lack of targeted implementation of comprehensive programs for the habilitation and rehabilitation of atypical children in a family setting.

A number of achievements in eliminating the causes of anomalies can be noted: the elimination of severe infectious, epidemic diseases (plague, cholera, smallpox, malaria, trachoma, typhus, etc.), a decrease in the incidence of typhoid fever, diphtheria, the creation of a system of medical genetic counseling, the opening of reproduction centers and family planning, immunological centers.

For the purpose of social, labor and sociocultural adaptation of people with physical disabilities in the Russian Federation, public organizations of citizens deprived of sight and hearing were created - the All-Russian Society of the Blind (VOS, 1923) and the All-Russian Society of the Deaf (VOG, 1926). Their functions include improving the cultural and living conditions, increasing the general educational and professional knowledge of members of the society, as well as their employment. Societies have their own training and production special enterprises, workshops, which enjoy benefits, in particular, taxation. Within the framework of VOG and VOS there is a network of Houses of Culture, clubs, libraries. The World Health Organization (WHO) is directly involved in the problems of prevention (prevention) of diseases that cause developmental disorders.

The state's concern for abnormal children and adults is enshrined in law. The main legal act is the Constitution of the Russian Federation (1993), which regulates the foundations of the social and state structure, the basic rights and obligations of citizens. Taking into account the provisions of the Constitution, other laws are being created that provide legal benefits for children and adults with disabilities (for example, the Law "On the Social Protection of the Disabled", the Presidential Decree "On measures to create an accessible sphere of life for the disabled, etc.). Targeted federal programs are being developed : "Children of Russia", "Children with Disabilities", "Development of Social Services for the Family and Children", in a complex aimed at the development of both general and special education, health care, and the socio-cultural sphere.

Of great progressive importance was the adoption by the State Duma of the Russian Federation in 1996. Law on the Education of Persons with Disabilities (sp.esocial education).

The law provides for the variability of the types of education for children with disabilities in psychophysical development: integrated education In an educational institution of integrated education, the number of persons with disabilities should not exceed 20% of the total number of students and pupils. , training in a special educational correctional institution, training at home, with subsequent certification and, if successful, reimbursement of the money spent on training. This gives parents the opportunity to choose the types of educational institutions and the program in which the child will study. In the process of teaching a child at school, parents can take part on an equal basis with specialists in the development and adjustment individual program pedagogical rehabilitation for their child. Art. 13 of the Law establishes the right of a person with disabilities studying in a general educational institution to use the services of an assistant during classes.

In addition, parents get the right to be present at the work of the psychological, medical and pedagogical commission, to disagree with the diagnosis and to appeal the decision of the PMPK in court. At the same time, an independent examination is appointed, and the parents of a child with disabilities have the right to choose experts. The issue of delivering children to an institution at the expense of the state (for example, by bus) was considered. Parents have the right to non-competitive admission to a higher educational institution for a specialty corresponding to the profile of their child's disease. When a child with disabilities enters a higher educational institution for a specialty that is "close" to his violation (diagnosis), the competition for him is canceled.

The identification of the reasons complicating education and the provision of diagnostic and advisory assistance to parents and teachers are called upon to be carried out by specialists of permanent interdepartmental psychological, medical and pedagogical commissions (PMPC), the functioning of which is regulated by the relevant Decree of the Government of the Russian Federation (1233 of December 8, 1990). The model regulation on the PMPK was approved by the collegium of the Ministry of Education of the Russian Federation on April 12, 1995.

PMPK is an legal entity and, in accordance with this, bears full responsibility for its corrective diagnostic and advisory activities. The commission carries out a comprehensive psychological, medical and pedagogical diagnosis of children and adolescents under the age of 18 to determine the forms and content of their upbringing and education, taking into account social, psychological and physical capabilities. Therefore, the mandatory members of the commission are: a neuropsychiatrist, a defectologist teacher, a speech therapist, a psychologist. The family thus gets the opportunity to comprehensively examine the child and receive an opinion from the expert commission with recommendations. Problems in the field of diagnosing the development of atypical children are the temporal limitations of the scope of social, medical and psychological and pedagogical examination, the lack of separate rooms (rooms) for specialists, which, on the one hand, is positive, since teamwork is possible, which increases the objectivity of the conclusions, and on the other hand - the child is in a hyperstress state. All this can lead to a diagnostic error, and consequently, the choice of measures of psychosocial and corrective-compensatory influence, educational programs of rehabilitation that are inadequate to the child's abilities. The problem of early diagnosis is relevant due to the presence of a significant number of hereditary developmental disorders, which makes it difficult to implement the processes of habilitation and rehabilitation, and in some cases makes them impossible.

1.2 Correction of children's fears

Revealing fears

Before helping children overcome fears, it is necessary to find out what specific fears they are prone to. You can find out the whole range of fears with a special survey, subject to emotional contact with the child, trusting relationships and the absence of conflict. You should ask about fears to one of the familiar adults or specialists when playing together or having a friendly conversation. Subsequently, the parents themselves clarify what exactly and how much the child is afraid.

The conversation is presented as a condition for getting rid of fears by playing and drawing them. It makes sense to start asking about fears according to the proposed list in children not earlier than 3 years old, the questions should be understandable at this age. The conversation should be conducted slowly and in detail, listing the fears and waiting for the answer "yes" - "no" or "I'm afraid" - "I'm not afraid." Repeating the question of whether the child is afraid or not is only necessary from time to time. This avoids the suggestion of fears, their involuntary suggestion. With the stereotypical denial of all fears, they are asked to give detailed answers like “I’m not afraid of the dark”, and not “no” or “yes”. The adult asking questions sits next to, and not in front of, the child, not forgetting to periodically cheer him up and praise him for telling it like it is. It is better for an adult to list fears from memory, only occasionally looking at the list, and not reading it out.

“Tell me, please, are you afraid or not afraid:

1. when you are alone;

2. attacks;

3. get sick, get infected;

4. die;

5. that your parents will die;

6. some people;

7. moms or dads;

8. that they will punish you;

9. Baba Yaga, Kashchei the Immortal, Barmaleya, Snake Gorynych, miracleaboutvishch;

10. be late for the garden (school);

11. before falling asleep;

12. terrible dreams (which ones);

13. darkness;

14. wolf, bear, dogs, spiders, snakes (animal fears);

15. cars, trains, planes (fears of transport);

16. storms, hurricanes, earthquakes, floods (fears of the elements);

17. when very high (fear of heights);

18. when very deep (fear of depth);

19. in a cramped, small room, room, toilet, perepolbus (fear of confined space);

20. water;

21. fire;

22. fire;

23. war;

24. large streets, squares;

25. doctors (except dentists);

26. blood (when there is blood);

27. injections;

28. pain (when it hurts);

29. unexpected, sharp sounds, when something suddenly falls, knocks (baboutyou shudder at the same time).

Overcoming fears

The parent's reaction to fear should be calmly empathic. It is impossible to remain indifferent, but excessive anxiety can lead to increased fears. Try to discuss with the child his fear, ask him to describe the feelings and the fear itself. The more the child talks about fear, the better - this is the best therapy, the more he talks, the less he is afraid.

Try to convince the child to be afraid of something, but do not minimize the fear, but share your experience, if any, advise something. You can come up with a fairy tale and develop a set of measures to combat fear with your child. For example, a child who is afraid that someone will climb into his window at night came up with a whole story about how he won uninvited guest with the help of a toy gun, which was always ready for such an occasion. However, the child should try to adhere to the developed rules. If the fear is expressed, then it is necessary to fight it fractionally. For example, if a child is afraid of dogs, first you should go to visit where there is a small puppy and play with him, then, perhaps, go to the bird market, etc.

Of course, try to increase the child's self-esteem, support successful activities for him, always be able to tactfully assess the child's success in overcoming fears. Remember that a direct question is dangerous - it can provoke a relapse. Always try to prepare your child for an approaching threatening situation, provide him reliable protection, but don't make it redundant.

In psychotherapy, there are many methods for relieving fears, but we will focus on the most effective and simple ones.

Drawing fear

A neurotic child should depict his fear on a piece of paper. This task is done at home for two weeks. At the second lesson, the child is offered to think and depict on the reverse side of the same sheet how he is not afraid of this fear. Thus, unconscious fear is brought to the level of consciousness, and by reflecting on his fear, the child heals himself.

There are times when children refused to draw on the back of the sheet. At the same time, they say that the fear is very strong and they do not know what needs to be done to get rid of it. In such cases, a psychologist in the presence of a child can take a sheet with a picture of fear and burn it with the words: “You see, a small handful of ashes remains from the evil monster, and now we will blow it away and the fear will evaporate.” This somewhat mystical technique works extremely well, it can be used several times until the desired effect is achieved.

Writing a story about fear

In this case, the task of the psychologist is to bring the child closer to reality, so that he realizes the absurdity of his fear. This is done through the introduction of elements of humor into the story.

For example, an eight-year-old girl who was afraid of a bear. According to the girl, he could climb into the window of the second floor at night and bite her. The girl had disturbed sleep, appetite, school problems. Together with the girl, we drew a bear on paper, and along the way I told her about the behavior of this animal in the wild, in the taiga. For one of the classes, I brought reproductions from paintings by Russian artists who painted bears. The girl listened with pleasure as I read Krylov's fables "The Bear in the Nets", "The Hardworking Bear", the poem "Toptygin and the Fox" in their faces. The girl noted that in all fairy tales the bear is presented as a loser, a sweet fool who is a little sorry.

Then we wrote together a story about how a bear went on a date with a bear at night and got lost. He tried to climb into someone else's window, but could not reach and fell into a snowdrift, stuffing a big bump. Christina laughed out loud as she listened to this story over and over again. Now she was no longer afraid of the big, angry bear. Waking up at night, she remembered this joke, smiled and calmly fell asleep.

Use of play, small performances and dramatizations

In group classes, children are offered to compose a fairy tale or come up with scary story. They can begin with the words: "Once upon a time ..." or "Once upon a time ...". Children with anxiety neurosis tend to make up stories with a sad ending. The task of the psychologist is to play their stories in a group. But there is no need to insist on this, the child himself must offer his story for staging. Then the author distributes the roles and the performance begins.

While studying with a group of fourth-grade children, one boy wrote a story about how a robber got into the house at night and killed all the members of the family. During the performance, another boy, who played the robber, refused to play according to the proposed scenario and unexpectedly suggested new plot. He made his way into the room where his parents lived and accidentally stepped on a sleeping dog. She barked and everyone woke up. But since the robber was alone, and there were many households, he fled in disgrace, forgetting even to grab the loot. Everything was played very temperamentally. Even the author himself, who did not take part in the performance, smiled contentedly.

In groups of older children, scenes from real life can be used. They should be small and in the form of a dialogue. One is negative and the other is positive. At the same time, children can simply improvise on the topic proposed by the psychologist: “You were stopped by a policeman”, “You are waiting on the street for a friend, but he is gone for a long time, and finally he appears”, “Quarrel with a friend”, etc.

Use of horror films

Despite the controversy of this method, it is quite applicable. A prerequisite is that the film must be exactly on the topic of fear (for example, fear of a hurricane or flood) and with a positive ending.

"Open war" with fear

Case from practice. Dima, 12 years old, victim of a house explosion in Moscow (autumn 2004). According to the description of relatives, this is a quiet, balanced boy, beloved by friends and teachers. After the tragedy, he was afraid to stay at home alone, to ride in an elevator, he was afraid of narrow, enclosed spaces.

The success of treatment in such cases depends on the child's inner readiness to overcome their problems, to conduct an "open war" with them. During classes, Dima lay down on the floor and covered himself from above with a blanket. The time of his stay in artificial isolation gradually increased from a few seconds to 15-20 minutes. So, gradually, the child learned to deal with his fear, to experience it. Then grandmother came to class, and everyone, taking a blanket and putting Dima inside, rocked it. Dima shouted loudly: “I'm not afraid of anything! I'm strong! I will succeed!"

In group therapy, a simple game was invented. Dima stood in the center of a circle of 10 people. His task was to fight everyone and break out of the circle. The use of this psychological method of working with fears stimulates courage, self-confidence and self-confidence in the child. In addition, Dima realized that he was not alone and all his friends were ready to help and support him.

fantasizing

Not all children have specific fears. There are times when uncertainty, inexplicable anxiety and depression of emotions prevail in a child. In such cases, the neurotic child may be asked to close his eyes and fantasize about "How I represent my fear." Not only to imagine how it looks and its size, but also what it smells like, what fear it is to the touch. The child is offered to be this fear and tell on his behalf about his feelings, why this fear scares people. Let the child, on behalf of fear, tell himself who he is, how to get rid of him. During the dialogues, it is necessary to monitor the change in the intonation of the child, because it is here that important memories can flash, concerning his main internal problems, with which it is necessary to work with in the future.

All the methods described above are recommended not to be applied separately, but in a complex manner. You need to improvise, approach each child individually. Let him choose what he likes best - drawing, writing a story or staging fear. This is a great start for further frank conversation with the child about his internal problems and experiences.

However, the treatment of a child without parental therapy most often does not bring positive results. 90% of all the fears of children are generated by the family and steadfastly supported by it.

A. Spivakovskaya: “The main thing that parents need to do in such cases is to eliminate the main reasons for the increase in the general anxiety of the child. To do this, force yourself to carefully look at the child, at yourself, at the whole situation in the family as a whole. It is necessary to critically reconsider your requirements for the child, paying attention to whether parental requests are too high. real opportunities child, is not too often he finds himself in a situation of "total failure". Parents need to remember that nothing inspires a child like luck, the joy of a well-done, even the smallest deed, and nothing is more able to drown out a child’s sense of self-esteem, increase a sense of anxiety as often repeated failures. Then it will become clear which way parents should direct their upbringing, whose children experience fears. Parents should by all means increase the child's sense of self-confidence, give him the experience of success, show how strong he is, how he can, with effort, cope with any difficulty. It is very useful to review the methods of encouragement and punishment used, to assess: are there too many punishments? If this is the case, then encouragement should be increased, aimed at increasing self-esteem, reinforcing the child's self-esteem, raising confidence and increasing a sense of security.

It is precisely when the child finds it difficult, when he is overwhelmed by a painful experience, that parents can most fully show their love, their parental tenderness. Helping a child cope with fears means experiencing the joint joy of gaining victory over oneself. This will be your common victory, because not only the child needs to change, but also his parents. It is not worth sparing labor to achieve such a victory, because your reward will be own child- freed from fear, and therefore prepared for gaining new life experience, open for joy, for happiness (A. Spivakovskaya, St. Petersburg Vol. 2, 1999).

A. Fromm, T. Gordon believe that in order to help a child overcome fear, parents need to understand what lies behind the child's fear. It is helpful to make every effort to improve relationships with children. And to do this, we must moderate our demands on children, punish them less often and pay less attention to the hostility that they show to us from time to time. We must let them know that the anger they sometimes feel towards their parents, and we towards them, is completely natural and normal and can affect our feelings of friendship. This, of course, is the point of view of an adult, and we can prove our love to a child only by an even and unchanging attitude towards him.

The removal of fear when it arises depends to a large extent on how much we manage to calm the child, restore his peace of mind: how much we understand him and how we relate to his fears. It is necessary to create such an atmosphere in the family so that the children understand that they can tell us without hesitation about everything that frightened them. And they will do this only if they are not afraid of us and feel that we do not condemn them, but understand.

We must respect the child's fear, even if it is completely groundless, or behave as if you have known for a long time and are not at all surprised at his fright; moreover, one must make it a rule to use the concept of fear without any fear and not to consider it a word on which a ban has been imposed.

2. Political consultant in Russian electionsacorporate campaigns

CHAPTER I. Psychological assistance to the client during the professionalwithnational political consulting during an election campaign or public relations workandclient's lansions

1. 1 Correction of the Client's behavior

After designating a personal problem that needs to be eliminated in the course of psychotherapeutic intervention, the third phase begins - correction. inadequate reactions and forms of behavior of the Client in order to normalize them. As a result of the correction, the Client's political behavior should become more effective, self-assessment - more adequate, relations with the outside world - better.

Correction can be carried out by various psychotherapeutic means. Their choice is largely determined by the following criteria:

1. personal problems of the Client;

2. characteristics of the Client's character;

3. temporary and psycho-physiological resources of the Client;

4. the circumstances in which the adjustment will be made;

5. situational factors.

One of the common methods for correcting the Client's inadequate reactions to the outside world and his behavior is a psychotherapeutic conversation in line with rational therapy. During a psychotherapeutic conversation, the Consultant appeals to the Client's intellectual sphere, to his logic, explaining the causes of personal traumas and their impact on the Client's political behavior and his relationship with the outside world. Such a conversation should not turn into a monologue of the Consultant. The more active the Client is, the more questions he formulates, the more effective the results of psychotherapeutic corrective interaction will be.

During a psychotherapeutic conversation, the Consultant may offer the Client to give his own interpretation of his personal problem. However, in case of disagreement with the opinion of the Client, the Consultant should not refute it, but explain the true causal relationship, supporting his explanations with arguments understandable to the Client.

A psychotherapeutic conversation may consist of one or two sessions, and the Client must have unlimited time. The Consultant needs to prepare the Client, explain to him the purpose of the meeting and start only if the Client is in the right frame of mind. He should be attuned to the hard work of the mind and feel quite cheerful. The client in an irritated or sleepy state cannot perceive the logic of the Consultant.

During a psychotherapeutic conversation, the Consultant must apply all knowledge from the field of persuasive communication. He must show the Client that he is set up for productive interaction with a person who is pleasant to him, whom he appreciates and respects.

The Consultant does not just listen to the Client's position, but does it actively. This means that he has constant eye contact with the Client, he asks him questions, reinforcing them with friendly gestures, head nods, words like "yes, yes", "understood."

The Consultant must be an emotional listener and conduct the conversation in such a way as to constantly keep the Client focused on the end product of the interaction, which is desirable for the Client. By expressing his own emotions, the Consultant teaches the Client to be less dry and constrained, and the Client begins to understand the "beneficial" aspects of emotional behavior - better mutual understanding, liberation from "locks".

W. Urey, an American political psychologist, in his book "Overcoming No, or Negotiating with Difficult People" - and clients are certainly difficult people - gives several recommendations that are directly related to the process of psychotherapeutic conversation with the Client (74).

So, for example, after the Consultant has listened to the position of the Client, he must answer him in his own words, so that the Client is convinced that he was heard and understood adequately. The Consultant should more often recognize the Client's right to his own point of view. This does not mean that the Consultant automatically agrees with her, but it helps to establish an atmosphere of understanding and respect.

Recognition of the Client's feelings helps to gain mutual understanding. The Client learns better what the Consultant explains to him, if he feels that his feelings are well understood and, moreover, he is not alone in them. Nothing brings us closer to people like the words: "I share your feelings."

In the course of a psychotherapeutic conversation, it is necessary to agree with the Client at every opportunity. This does not mean that it is necessary to agree where the positions of the Consultant and the Client fundamentally diverge. But where there is a coincidence of positions, it is necessary to pronounce the formula of agreement. W. Urey calls this "yes accumulation".

Following his advice, the Consultant should optimistically acknowledge differences with the Client in positions. These differences are natural and after their clarification, it is quite possible to converge the points of view of the Client and the Consultant. However, the Consultant must lead a "line of convergence" without prejudice to the Client's self-esteem.

Keeping the Client's self-respect and feeling that he is a leader, despite all the problems that he discusses with the Consultant, is the most important party in the activities of the Consultant, especially during the psychotherapeutic conversation. One of its distinguishing features is the explanation of the problem to the Client, and the moment when the Client sees in the face of the Consultant a mentor and a threat to maintaining his own image of "I as a leader" can be a very dangerous moment for business.

The Consultant must be able to respond to the Client's objections. This is not always an easy task. An authoritarian or highly frustrated Client reacts very painfully to objections, sometimes he is simply intolerant of them. The art of objecting to the Client does not come immediately, and the Consultant needs to acquire special knowledge in this area.

During an objection from the Client, the Consultant should be very confident, calm and friendly. He should neither humiliate the Client nor fawn over him. He is not a teacher who scolds an unreasonable student, but he is not a child who is taught by a big and strong uncle who is a politician.

Every objection has a motive behind it. And one of the tasks of the Consultant is to define it. Such a motive may be the desire of the Client to protect his image. Such a motive may be the Client's confidence in the insufficient qualifications of the Consultant. In any case, the Consultant should give the most serious attention to this issue.

The consultant should not respond to the objection at the same second, he can take a timeout. Before an instant response, it is useful for the Consultant to make a 1-1.5 second pause, which will give his answer more seriousness and will not allow the Client to evaluate it as a spontaneous, lightweight reaction.

The counselor should not make so-called "you-statements" in response to objections. For example, arguing your disagreement with the objection of the Client, the formula "You are wrong because ..." should not be used in any cases. The counselor should use "I-statements". For example, "It's hard for me to agree with this statement because...". Firstly, it hurts the Client less, who is unpleasant to hear from the Consultant again that he is wrong. Secondly, it makes the Consultant more generous in the eyes of the Client, who does not want to assert himself at his expense.

And, of course, the commandment for the Consultant while responding to the Client's objections is to maintain a friendly facial expression, intonation, "eye" contact, soft, non-aggressive gestures. The entire arsenal of non-verbal behavior of the Consultant should be aimed at one thing - to communicate to the Client the thesis that there is cooperation between them, not a battle. The win is not in defending one's position, but in jointly solving the Client's problems.

One of the most well-received methods of correction by the Client is a role-playing game in all its diversity. Clients, regardless of their age and position, easily accept the offer to "lose the situation." A role-playing game can be built in different ways, based on the psychological concept taken as a basis. In some cases, this may be a game and a subsequent transactional analysis. In other cases, the Client is invited to play the roles of people from his significant environment. Sometimes the Client plays the role of his opponent in the political arena.

The most effective games for the correction of personal traumas acquired in childhood in interaction with parents is the fulfillment of one's role in childhood - during the period of a psycho-traumatic situation, and oneself in the current state. Then the "dialogue" of the two I of the Client - the child's and the adult's - should follow.

This method was used in the case of Client B. He was asked to play 5-year-old Sashenka, who would complain to the Consultant about how his parents offended him. The essence of the situation was as follows: without the permission of his parents, he ran away to the lake and disappeared there all day. His parents looked for him everywhere, did not find him and decided that a misfortune had happened. When he came home in the evening, his father whipped him with a belt and forbade him to leave the house and play with the children. They, in turn, began to tease him as "mama's boy." Sashenka perceived extremely painfully both the reaction of his father and the humiliation on the part of the guys.

The thirty-five-year-old leader is well accustomed to the role of a 5-year-old child. His facial expressions, intonation, gestures fully corresponded to the age of the hero. Resentment and bitterness sounded absolutely fresh, genuine. Then, after the "child's" monologue, V. was asked to calm Sashenka, explain to him what was going on in the soul of his parents when they could not find him, from the position of 35-year-old Alexander. Adult Alexander tried to find words accessible to a five-year-old child that could convince him that the basis of his parents' actions was, first of all, fear for him, love for him, and not at all a desire to humiliate him.

Such a game contributed to reducing the trauma received by V. in relations with his parents, changing his self-esteem.

Video training helps the Client to remove the fear not only of the camera, but also of the situation in which he will have to face the truth: "I really sometimes look ridiculous and ridiculous, saying such important and serious things." Many clients during training and analysis begin to make excuses, explaining that they were not prepared, did not know where to start. However, they still get the maximum benefit from this correction method.

During the video training, the Client develops the ability to control their own non-verbal behavior. He begins to understand the connection between his internal state, emotions and their external manifestations in public behavior. The client realizes why even the most meaningful texts of his speeches sometimes not only do not resonate with the audience, but sometimes cause mistrust and negative reactions.

Sometimes the first training exercises cause the Client to almost shock reaction- an uncertain character with "dancing" legs and chaotic, unintelligible gestures looks at him from the screen. He rolls his eyes and grabs his ear funny. After the Client realizes that it is in his power to make this character behave differently, he admits how important the video training experience was for him.

A very useful exercise for the Client is to develop resourcefulness and the ability to speak spontaneously on any topic. 1.5 minute preparation. These exercises allow the political leader to acquire the skills of "quick speech response". In fact, a leader should be able to deliver a speech on almost any topic, even when woken up in the middle of the night.

A special type of training is a "press conference" training, the purpose of which is to develop an instant adequate response to any unpleasant questions that usually pop up during elections or have their roots in various rumors that arise around the Client. In this training, in addition to the Client and the Consultant, people from the politician's inner circle are often involved. Here it is especially important that they do not spare him, do not be shy, but ask questions in the same harsh formulations that can be heard at meetings of a politician with voters or journalists.

This type of training also contributes to the formation of a sense of confidence, the ability to face any question without fear and the removal of a painful reaction to unfair rumors and accusations.

1.2 Correction of behavior, fears on the example of the Moscow metro

The idea of building a metro in Moscow continued to be consistently rejected until the plenum of 1931, now for political reasons: the metro is an effective means of transporting workers to factories and factories, and therefore a means of exploitation.

When the construction of the first line was almost completed, they suddenly remembered the architects, since it was necessary to urgently turn the underground stations into palaces. Nikolai Colli (former co-author of Le Corbusier on the house on Myasnitskaya) spoke about it this way:

“On March 1, 1934, we got a phone call and were told:

Dear friends, we need to make metro stations.

Which station exactly?

To you, comrade Colli, to Kirovskaya, to you, comrade, such and such.

What kind of stations should be made?

Nice stations.

And that's it! We did not receive any instructions other than this one, there were no explanatory meetings.”

There was one goal after all: to destroy the feeling of the underground. Somewhere in the depths of their souls, both the authorities, and the architects, and the passengers, retained an archaic fear of the underground space. How spells are cast articles by station architecture authors and their critics:

“Paralyze the feeling of being underground” (S. Kravets).

“I will definitely destroy the feeling of the basement” (D. Chechulin).

"Destruction of the passenger's sense of transition to the dungeon" (B. Vilensky).

This anti-undergroundness was achieved by the illusory image of the sky on the ceilings: in the mosaics of Deineka on Mayakovskaya, in the paintings of Korin on Komsomolskaya-ring, in the luminous vaults of Dushkin and Lichtenberg at the Palace of the Soviets station, in the light wells of the Yakovlevs on Sokol.

The interpretation of the sky and light at these stations again makes us think of Russian fairy tales. “Fairytale light,” wrote Andrey Sinyavsky, “has luminescent properties. The paints here are kneaded on fire, melted and drowned in gold. His presence is revealed by the unfading outpouring of light.”

It was this fabulousness, artistry and emotional tension created by the architecture of the stations that, according to the creators, distinguished the Soviet metro from, say, the American one. “In the architectural solutions of the New York subway,” wrote S. Kravets, “there is more calculation than love.” [...]

Related materials:

Kindergarten plus elementary school

There are so-called elementary schools-kindergartens of a compensatory type, where kids with developmental disabilities are at first simply in the garden and socially adapt in the company of other kids, and then staying in the kindergarten smoothly moves on to primary school. Then, depending on how the child copes with the program, he goes to the 1st or immediately to the 2nd grade of a correctional school.

Features in development are too different

There are so many features in development and they are so dissimilar that "special children" sometimes do not fit into the "stencil" of a particular diagnosis. And the main problem their education consists precisely in the fact that all the children are completely different and dissimilar, and each with their own oddities and health problems. And yet, experts have established the main developmental problems or diagnoses, which are indicated by such abbreviations:

cerebral palsy - cerebral palsy;

ZPR - mental retardation;

ZRR - delay speech development;

MMD - minimal brain dysfunction;

ODA - musculoskeletal system;

ONR - general underdevelopment of speech;

RDA - early childhood autism;

ADHD - Attention Deficit Hyperactivity Disorder;

HIA - limited health opportunities.

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

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

In special (correctional) general educational schools of the 1st type Hearing-impaired, hearing-impaired and deaf children are trained. AT schools II type deaf children learn. Type III-IV schools Designed for blind and visually impaired children. SchoolsVkind accept students with speech disorders, in particular stuttering children. Type VI schools created for children with problems in physical and mental development. Sometimes such schools function at neurological and psychiatric hospitals. Their main contingent is children with various forms of cerebral palsy (ICP), spinal and craniocerebral injuries. Type VII schools for children with ADHD and mental retardation. Type VII schools dealing with dyslexia in children. Alexia is the absence of speech and a complete inability to master speech, and dyslexia is a partial specific disorder of mastering reading, caused by a violation of higher mental functions. And, finally, in special (correctional) general educational schools VIII kind teach mentally retarded children, the main goal of these educational institutions- to teach children to read, count and write and navigate in social and living conditions. At schools of the VIII type there are carpentry, locksmith, sewing or bookbinding workshops, where students within the walls of the school receive a profession that allows them to earn a living. Way to higher education is closed for them, after graduation they receive only a certificate stating that they have attended the ten-year program.

Correctional school: strive for it or avoid it?

This difficult question is up to you. As we know, cerebral palsy also has such different and dissimilar forms - from deep mental retardation, in which doctors pass a verdict: "untrainable" - to completely intact intelligence. A child with cerebral palsy may suffer from a musculoskeletal system and at the same time have a completely bright and smart head!

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

For example, is it necessary for a child with severe stuttering to be in an environment like him? Will such an environment do him any good? Wouldn't it be better to follow the path of inclusive education, when children with diagnoses are immersed in an environment of healthy peers? Indeed, in one case, a correctional school can help, and in another ... harm. After all, each case is so individual! Remember the first shots of Tarkovsky's film "Mirror". "I can speak!" - the teenager says after a hypnosis session, forever freeing himself from a strong stutter that has oppressed him for many years. A brilliant director thus shows us: miracles happen in life. And the one whom teachers and doctors put an end to, sometimes can surprise the world with an outstanding talent, or at least become a socially adapted member of society. Not special, but an ordinary person.

Visit the school in person!

Doctors will be the first judge of your child's abilities. They will send him to the psychological-medical-pedagogical commission (PMPC). Consult with the members of the commission, which school in your district is best for your child, will allow him to reveal his abilities, correct his problems and shortcomings. Contact the district resource center for the development of inclusive education: maybe they will help with advice? To get started, call the schools available in your district. Chat on the forums with parents of children who are already studying. Are they satisfied with the education and the attitude of the teachers? And it is better, of course, to personally get acquainted with the director of the school, teachers and, of course, with future classmates! You must know what environment your child will be in. You can go to the websites of schools, but there you will receive only a minimum of formal information: on the Internet you can depict beautiful picture but will it be true? A true picture of the school will give only her visit. Having crossed the threshold of the building, you will immediately understand whether there is cleanliness, order, discipline, and most importantly, the reverent attitude of teachers towards special children. All this you will feel right at the entrance!

Home education - as an option

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

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

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

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

So, in order to enroll a child in the first grade, you must submit an application for admission, a birth certificate, medical card according to the form 0-26 / U-2000, approved by order of the Ministry of Health Russian Federation dated 03.07.2000 No. 241, certificate of registration of the child (form No. 9). Parents have the right not to report the diagnosis of the child when they are admitted to an educational institution (Article 8 Law of the Russian Federation of 07/02/1992 N 3185-1 (as amended on 07/03/2016) "On psychiatric care and guarantees of the rights of citizens in its provision" (with amended and supplemented, effective from 01/01/2017), and the school administration has no right to receive this information from anyone other than the parent (legal representative) of the child.

And if you think that the rights of your child are being infringed upon by attributing a false diagnosis to him (after all, objectionable people were hidden in psychiatric clinics at all times), feel free to join the fight! The law is on your side. Remember, there is no one but you to protect the rights of your child.

Special education school system
During the twentieth century. a system of special (correctional educational institutions) was formed, which are mainly boarding schools and in which the vast majority of school-age children with special educational needs studied and are studying in the USSR and Russia.
Currently, there are eight main types of special schools for children with various developmental disabilities. The activities of such institutions are regulated by the Decree of the Government of the Russian Federation of March 12, 1997 No. Z 288 "06 approval of the Model Regulations on special
(correctional) educational institution for students,
pupils with developmental disabilities", as well as a letter from the Ministry of Education of the Russian Federation "On the specifics of the activities of special (correctional) educational institutions of types I - VIII".
In accordance with these documents, special educational standards are implemented in all special (correctional) educational institutions.
An educational institution independently, on the basis of a special educational standard, develops and implements a curriculum and educational programs, based on the characteristics of the psychophysical development and individual capabilities of children. A special (correctional) educational institution may be established by federal executive authorities (Ministry of Education of the Russian Federation), executive authorities of the constituent entities of the Russian Federation (department, committee, Ministry) of Education of a region, territory, republic) and local (municipal) self-government bodies. a special (correctional) educational institution may be non-state.
In recent years, special educational institutions have been created for other categories of children with disabilities in health and life: with autistic personality traits, with Down syndrome. There are also sanatorium (forest) schools for chronically ill and weakened children.
Special (correctional) educational institutions are financed by the respective founder.
Each such educational institution is responsible for the life of the pupil and ensuring his constitutional right to receive free education within the limits of a special educational standard. All children are provided with conditions for education, upbringing, treatment, social adaptation and integration into society.
Graduates of special (correctional) educational institutions (with the exception of schools of the VIII type) receive a qualified education (that is, corresponding to the levels of education of a mass general education school: for example, basic general education, general secondary education). They are issued a state document confirming the level of education received or a certificate of graduation from a special (correctional) educational institution.
Education authorities send a child to a special school only with the consent of the parents and upon conclusion
(recommendations) of the psychological-medical-pedagogical commission. Also
with the consent of the parents and on the basis of the conclusion of the PMPK, the child
can be transferred inside a special school to a class for children
with mental retardation only after the first year of study in it.

In a special school, a class (or group) can be created for children with a complex defect structure as such children are identified in the course of psychological, medical and pedagogical observation in the conditions of the educational process.
In addition, in a special school of any kind, classes can be opened for children with severe disabilities in mental development and other related disorders. The decision to open such a class is made by pedagogical council special school in the presence of the necessary conditions, specially trained personnel. The main tasks of such classes are to provide elementary primary education, the creation of the most favorable conditions for the development of the child's personality, for him to receive pre-professional or elementary labor and social training, taking into account his individual capabilities.
A student of a special school may be transferred to study in a regular general education school by the education authorities with the consent of the parents (or persons replacing them) and on the basis of the conclusion of the PMPK, as well as if the general education school has the necessary conditions for integrated education.
In addition to education, a special school provides medical and psychological support to children with disabilities, for which there are appropriate specialists on the staff of a special school. They work in close cooperation with the teaching staff, carrying out diagnostic activities, psycho-correctional and psychotherapeutic measures, maintaining a protective regime in a special school, participating in vocational counseling. If necessary, children receive medical and physiotherapy treatment, massage, hardening procedures, attend physiotherapy exercises.
The process of social adaptation, social integration helps to implement a social teacher. Its role especially increases at the stage of choosing a profession, graduation by graduates from school and transition to the post-school period.
Each special school pays considerable attention to labor. Pre-professional training of their students. The content and forms of training depend on local characteristics: territorial, ethno-national and cultural, on the needs of the local labor market, the abilities of pupils, their interests. A purely individual labor profile is chosen, which includes preparation for individual labor activity.

Special school of the 1st type, where deaf children study, conducts the educational process in accordance with the level of general educational programs of three levels of general education:
(within 5-6 years or years - in the case of studying in the preparatory class);
2nd stage - basic general education (during 5-6 years);
3rd stage - complete secondary general education (2 years, as a rule, in the structure of an evening school).
For children who have not received full pre-school training, a preparatory class is organized. Children from the age of 7 are admitted to the first grade.
All educational activities are permeated with work on the formation and development of verbal, oral and writing, communication, the ability to perceive and understand the speech of others on an auditory-visual basis. Children learn to use the remnants of hearing to perceive speech by ear and auditory-visual with the use of sound amplifying equipment.
To this end, group and individual classes are regularly held to develop auditory perception and the formation of the pronunciation side of oral speech.
In schools working on a bilingual basis, equal teaching of the language of verbal and sign language is carried out, but educational process conducted in sign language.
As part of a special school of the 1st type, classes are organized for deaf children with a complex defect structure (mental retardation, learning difficulties, visually impaired, etc.).
The number of children in a class (group) is no more than 6 people, in classes for children with a complex defect structure up to 5 people.
Special school II type, where the hearing impaired (having partial hearing loss and varying degrees underdevelopment of speech) and late deaf children (deaf at preschool or school age, but retaining independent speech), has two departments:
first branch- for children with mild speech underdevelopment associated with hearing impairment;
second branch- for children with profound underdevelopment of speech, the cause of which is hearing loss.
If in the process of learning it becomes necessary to transfer a child from one department to another, it is difficult for a child in the first department or, conversely, a child in the second department reaches such a level of general and speech development that allows him to study in the first department), then with the consent of the parents and on the recommendation PMPK is undergoing such a transition.
Children who have reached the age of seven are admitted to the first grade in any of the departments if they attended kindergarten. For children who, for whatever reason, do not have appropriate pre-school education, a preparatory class is organized in the second department.
The occupancy of the class (group) in the first department is up to 10 people, in the second department up to 8 people.
In a special school of type II, the educational process is carried out in accordance with the levels of general educational programs of three levels of general education:
1st stage - primary general education (in the first department 4-5 years, in the second department 5-6 or 6-7 years);
2nd stage - basic general education (6 years in the first and second departments);
3rd stage - secondary (complete) general education (2 years in the first and second departments).
The development of auditory and auditory perception, the formation and correction of the pronunciation side of speech are carried out in specially organized individual and group classes using sound-amplifying equipment for collective use and individual hearing aids.
The development of auditory perception and automation of pronunciation skills continue in the classroom phonetic rhythm and in various activities related to music.
Special schools III and IV types are intended for the education of blind (III type), visually impaired and late-blind (IV type) children. Due to the small number of such schools, if necessary, joint (in one institution) education of blind and visually impaired children, as well as children with strabismus and amblyopia, can be organized.
Blind children, as well as children with residual vision (0.04 and below) and higher visual acuity (0.08) in the presence of complex combinations of visual impairments, with progressive eye diseases leading to blindness, are admitted to a special school of type III.
In the first class of a special school of the III type, children are accepted 6-7 years old, and sometimes 8-9 years old. Class (group) capacity can be up to 8 people. The total period of study in a type III school is 12 years, during which students receive a secondary (complete) general education.
Visually impaired children with visual acuity from 0.05 to 0.4 in the better seeing eye with a tolerable correction are admitted to a special school of type IV. This takes into account the state of other visual functions (field of view, near visual acuity), the form and course of the pathological process. Children with higher visual acuity can also be admitted to this school with progressive or often recurrent eye diseases, in the presence of asthenic phenomena that occur when reading and writing at close range.
Children with strabismus and amblyopia with higher visual acuity (over 0.4) are admitted to the same school.
Children 6-7 years old are admitted to the first grade of the IV type school. There can be up to 12 people in a class (group). For 12 years of schooling, children receive a secondary (complete) general education.
Type V Special School is intended for the education of children with severe speech disorders and may include one or two departments.
The first department trains children with severe general underdevelopment of speech (alalia, dysarthria, rhinolalia, aphasia), as well as children with general underdevelopment of speech, accompanied by stuttering.
In the second department, children with a severe form of stuttering study with normal developed speech.
Within the first and second departments, taking into account the level of speech development of children, classes (groups) can be created, including pupils with homogeneous speech disorders.
If the speech disorder is eliminated, the child can, on the basis of the conclusion of the PMPK and with the consent of the parents, go to a regular school.
Children 7-9 years old are admitted to the first class, 6-7 years old to the preparatory class. For 10-11 years of schooling, a child can receive a basic general education.
Special speech therapy and pedagogical assistance is provided to the child in the process of education and upbringing, in all lessons and in extracurricular time. The school has a special speech mode.
A special school of the VI type is intended for the education of children with disorders of the musculoskeletal system (motor disorders that have different reasons and varying degrees severity, cerebral palsy, congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower extremities, paresis and paraparesis of the lower and upper extremities).
Type VI school carries out the educational process in accordance with the levels of general educational programs of three levels of general education:
1st stage - primary general education (4-5 years);
2nd stage - basic general education (6 years);
3rd stage - secondary (complete) general education (2 years).

Children from the age of 7 are admitted to the first class (group), however, admission of children and older than this age by 1-2 years is allowed. For children who have not attended kindergarten, a preparatory class is open.
The number of children in a class (group) is not more than 10 people.
A special motor mode has been established in the VI type school.
Education is carried out in unity with complex correctional work, covering the motor sphere of the child, his speech and cognitive activity in general.
Type VII special school designed for children with persistent learning difficulties, mental retardation (MPD).
The educational process in this school is carried out in accordance with the levels of general educational programs of two levels of general education:
1st stage - primary general education (3-5 years)
2nd stage - basic general education (5 years).
Children are accepted to the VII type school only in the preparatory, first and second grades, in the third grade - as an exception. Those who started studying in a regular school from the age of 7 are admitted to the second grade of a VII type school, and those who started studying in a regular educational institution from the age of 6 can be admitted to the first grade of a VII type school.
Children who have not had any pre-school training may be admitted at the age of 7 to the first grade of a school of type VII, and at the age of 6 to a preparatory class.
The number of children in a class (group) is not more than 12 people.
Students in a type VII school retain the opportunity to move to a regular school as deviations are corrected, in development, gaps in knowledge are eliminated after receiving primary general education.
If it is necessary to clarify the diagnosis, the child can study at a school of type VII during the year.
Children receive special pedagogical assistance in individual and group correctional classes, as well as in speech therapy classes.
Type VIII Special School provides special education for children with intellectual underdevelopment. Education in this school is not qualified, having a qualitatively different content. The main attention is paid to social adaptation and vocational training when students master the volume of educational content available to them in general subjects.
Studying at the school of the VIII type ends with an exam in labor training. Schoolchildren may be exempted from the exam (attestation) for health reasons. The release procedure is determined by the Ministry of Education and the Ministry of Health of the Russian Federation.
A child can be admitted to a school of the VIII type in the first or preparatory class at the age of 7-8 years. The preparatory class allows not only to better prepare the child for school, but also makes it possible to clarify the diagnosis during the educational process and the psychological and pedagogical study of the child's capabilities.
The number of students in the preparatory class does not exceed 6-8 people, and in other classes - no more than 12.
The terms of study at a school of the VIII type can be 8 years, 9 years, 9 years with a vocational training class, 10 years with a vocational training class. These terms of study can be extended by 1 year by opening a preparatory class.
If the school has the necessary material base, then classes (groups) with in-depth labor training can be opened in it.
Students who have completed the eighth (ninth) grade pass to such classes. Those who have completed the class with in-depth labor training and successfully passed the qualification exam receive a document confirming the assignment of the corresponding qualification category.
Classes for children with severe mental retardation can be created and function in schools of type VIII. The number of children in such a class should not exceed 5-6 Human.
Children can be sent to a preparatory (diagnostic) class. During the academic year, the preliminary diagnosis is specified, and depending on this, next year the child can either be sent to a class for children with severe forms of intellectual disability, or to a regular class of a VIII type school.
Children under the age of 12 can be sent to such classes, their stay in the school system until the age of 18. Expulsion from the school takes place in accordance with the PMPK Recommendations and in agreement with the parents.
Children with psychopathic behavior, epilepsy and other mental illnesses requiring active treatment are not accepted into such classes. These children may attend advisory groups with their parents.

The mode of operation of the class (group) is established by agreement with the parents. The learning process is carried out in the mode of passing by each pupil of an individual educational route, determined by specialists in accordance with the psychophysical capabilities of a particular child.
For orphans and children left without parental care and having special educational needs, special orphanages and boarding schools are created in accordance with the profile of developmental disorders. Mostly these are orphanages and boarding schools for children and adolescents with intellectual underdevelopment and learning difficulties.
If a child is not able to attend a special (correctional) educational institution, he or she is educated at home. The organization of such training is determined by the Decree of the Government of the Russian Federation "On approval of the procedure for the upbringing and education of disabled children at home and in non-state educational institutions" dated July 18, 1996. 3861.
AT recent times home-based schools began to be created, whose staff, consisting of qualified speech pathologists, psychologists, works with children both at home and in the conditions of partial stay of such children in a home-school. In the conditions of group work, interaction and communication with other children, the child masters social skills, gets used to learning in a group, team.
The right to study at home is given to children whose diseases or developmental disabilities correspond to those specified in the special list established by the Ministry of Health of the Russian Federation. The basis for the organization of home training is the medical report of the medical institution.
A nearby school or pre-school educational institution is involved in helping children learn at home. For the period of study, the child is given the opportunity to use textbooks and the school library fund free of charge. Teachers and psychologists of the school provide advisory and methodological assistance to parents in the development of the child's general education programs. The school provides intermediate and final certification of the child and issues a document on the appropriate level of education. Accepted for certification
participation and teachers-defectologists, attracted additionally
for corrective action.

If a child with special educational needs is homeschooled, the educational authorities will reimburse parents for the cost of education in accordance with state and local regulations for funding the child's education in the appropriate type and type of educational institution.
For the education, upbringing and social adaptation of children and adolescents with complex, severe developmental disabilities, with concomitant diseases, as well as for providing them with comprehensive assistance rehabilitation centers of various profiles are being created.

These may be centers: psychological-medical-pedagogical rehabilitation and correction; social and labor adaptation and career guidance; psychological, pedagogical and social assistance; social assistance to families and children left without parental care, etc. The task of such centers is to provide correctional and pedagogical, psychological and career guidance, as well as the formation of self-service and communication skills, social interaction, work skills in children with severe and multiple disabilities. A number of centers conduct special educational activities. Classes in rehabilitation centers are based on programs of individual or group education and training. Often, the centers provide consultative, diagnostic and methodological assistance to parents of children with special educational needs, including informational and legal support. Rehabilitation centers also provide social and psychological assistance to former pupils of educational institutions for orphans and children left without parental care.
Rehabilitation centers help educational institutions for mass purposes if children with special educational needs are trained and brought up there: they conduct correctional and pedagogical work and counseling.
To provide speech therapy for children of preschool and school age, who have deviations in the development of speech and who study in educational institutions of general purpose, there is a speech therapy service. This may be the introduction of the position of a teacher-speech therapist in the staff of an educational institution, the creation of an education management body in the structure speech therapy room or the creation of a speech therapy center. The speech therapy center at a general educational institution has become the most widespread form. The main objectives of its activities are: correction of violations of oral and written speech; timely prevention of academic failure caused by speech disorders; dissemination of basic speech therapy knowledge among teachers and parents.

This is a stub for an article by Vadim Meleshko ("Teacher's Newspaper"), based on interviews with specialists in remedial pedagogy. The author himself admits that it is crude and may contain some inaccuracies, but I liked it with rich content, coverage of the widest range of problems related to teaching children, as they say now, with developmental disabilities. The state proclaimed the right of every child to study in a general education school and the duty educational organizations create appropriate conditions for it. The task is difficult even with a superficial glance of any sane person. The article raises problems from the point of view of professionals - it becomes clear that they cannot be solved with a tip. Few good wishes required painstaking work to create conditions in schools so that the process of teaching children with disabilities, children with disabilities is really useful, and does not become a torment for all participants in educational relations.

Correctional education: yesterday, today, tomorrow
Many reforms carried out in the education system cause a very ambiguous assessment of both ordinary teachers and specialists, researchers and scientists. One of these reforms is related to the restructuring of the system of special correctional schools against the backdrop of active propaganda inclusive education. The arguments of the reformers are logical in their own way: after all, a barrier-free environment for the disabled has been implemented abroad, where children can study together, regardless of whether they have any congenital defects, why are we worse?

Parallel Curves
Before criticizing the current approaches to solving the problems of special education, let's remember how they were tried to solve in the past. In Soviet times, there were two systems of education in parallel - general and special. They practically did not intersect, moreover, the vast majority of citizens simply did not suspect the existence of a system of special education for the disabled.
From today's positions, we can evaluate everything that was created then in different ways, but it should be clearly understood: it was a system ordered by the state. The state financed it, provided it with personnel, scientific developments and legislation - first of all, the law “On General, General and Secondary Education” and the Regulations on the Unified Labor School.

different categories
In those days, for children with disabilities, which today it is customary to call politically correct “children with disabilities” or “children with special educational needs”, the term “defective” was coined indecent by today's standards, which was then replaced by another - “abnormal”, and only then - "children with mental and physical development disorders". This category included children with hearing, vision, severe speech disorders, musculoskeletal disorders, mental retardation and mentally retarded. For these categories of children, the state, based on the principle of universal education, began to build a system of special education. Initially, it was built as a school of the first stage, that is, as an elementary school. As the system of general education improved and the boundaries of universal education changed, they started talking about the seven-year plan, and then about the full high school. That is, there was differentiation both horizontally and vertically.
Later, these children began to be legally transferred to the development of a new, more complex program. However, they could not acquire knowledge within the existing time frame due to their health characteristics. Then schools began to differentiate: children with hearing impairments were divided into deaf and hard of hearing, two departments arose - for the hard of hearing and late deaf. In the same way, they divided children with visual problems, dividing them into blind and visually impaired. Thus, to this day, we have preserved the division of special schools into 8 types:
I. deaf,
II. hard of hearing and late deaf,
III. blind,
IV. visually impaired,
V. with severe speech pathology,
VI. with disorders of the musculoskeletal system,
VII. with mental retardation,
VIII. mentally retarded.

Less theory, more practice
Mechanical lengthening of training periods and raising the level of universal education have led to some paradoxes and distortions, and in this our system differs significantly from foreign ones.
Initially, it was clear to specialists that mentally retarded children with mental disabilities are not able to master the educational program designed for children without such disabilities. But universal education demanded - first grade 4, then 7, then 9, then 10, and finally 11. Formally fulfilling the requirements of universal education, I just had to stretch the program. The academic component remained the same, within primary education, and the component of labor training and pre-vocational training increased from year to year. That is, in the senior classes, in fact, children were taught to work with their hands for almost the entire week, they were given the basics of the profession. Is this good or bad? At least, before this approach suited the state and society.
The guys were prepared for real work - low-skilled or unskilled, they were given the basics of professions available to them according to their level of development. The vast majority of graduates of auxiliary schools were employed, able to live on their wages and benefit society. Some of them during the Great Patriotic War fought very well, were awarded orders and medals. And then no one remembered their mental characteristics.

Complication = more expensive
As for the rest of the children who do not have mental disabilities, as the programs became more complicated, the teachers of special schools found themselves in a difficult position. On the one hand, children do not seem to suffer from mental retardation, which means they must master general education program, albeit adapted (although it was far from always clear what the essence of this adaptation was, so it all came down to special methodological techniques and technologies). On the other hand, the terms of training were increased, the number of classes was reduced. And all this has led to an increase in the cost of education for this category of children.
A significant part of graduates of special schools received a good education, could enter technical schools or even universities, that is, engage in not only physical, but also mental labor. They turned out to be successful citizens of the country. But alignment with general education schools led to the fact that the system had to be complicated. First, we went to the opening of special kindergartens, then lowered the start date for training even lower, to a nursery. I will tell you in secret that the idea of teaching deaf babies and their mothers was proposed by our great scientists in the 1920s. And the effectiveness of this training has been proven experimentally. Another thing is that the state in those years could not implement these ideas.

Doubtful effect
Let me remind you that the history of teaching special categories of children historically begins with the teaching of the deaf. It is in this direction that the most experience has been gained, it is from here that all innovations and achievements, including organizational and structural ones, come. Why deaf people? Initially, because from the point of view of Roman law, a deaf person is dead, since he cannot communicate with the court, which means that the court does not recognize him as a person. And for the Christian church, a deaf person is a dissident, since he does not hear the word of God. And the first teachers of the deaf were Western clergy, whose goal was to bring him to church in order to recognize him as an equal believer. And for this you need to give him oral speech.
The state starts teaching deaf children from the age of 3, then they come to school and study for another 10-11 years. Then they receive post-school education in schools, where they are given the basics of the profession. But if you look at all this through the eyes of an economist, it turns out that children from schools of types 1-8 study much longer than ordinary ones. They need special conditions, special textbooks, teaching aids, notebooks. The occupancy rate in classes of special schools is lower, teachers' salaries are higher. Consequently, the education of special categories of children is about 3-5 times more expensive, and the training time is almost 2 times longer. It is clear that no budget can withstand this. But, most importantly, what effect do we get at the output? How tangible in the future is the economic return for the state that finances all this?

Economically unprofitable
By the end of the 70s and the beginning of the 80s, countries that had gone much further than us in training and employing disabled people came to the conclusion that it was cheaper to provide these people with social assistance than to provide them with jobs.
Coming to the developed countries of the West, we admire the level and quality of life of the disabled. It's free medical service, free prosthetics, disabled sports, etc. the Western world has gone in the direction of improving the quality of life. These are leisure, culture, social mobility. Since the late 60s, they have abandoned expensive universal education, and at the expense of savings, they began to spend money on improving the quality of life. And besides, unlike us, they predicted the development of the market very early. And it turned out that there would simply be no place for graduates of special schools. In fact, the state created a system of universal education for the disabled, went to great expense, thinking that in the future they would find their niche, take up the work that no one undertakes, but then it turned out that there was no effect from this, no benefits either. What the disabled person returned to the state in the form of payroll taxes does not pay back what it has invested in him for all the years of education.
It turned out that the labor market is being technologized, there is not enough space even for healthy people, let alone the disabled. In addition, third world countries are able to provide cheap labor for any needs of the economy. Why secured western state to spend money on training a local disabled shoemaker, if it is easier for him to hire a healthy craftsman from Africa or India, and to give his disabled person the opportunity to play sports, culture, etc.?

The birth of inclusion
We admire the charity of many foreign firms and companies, they say, how much they invest in disabled people. But if you take an interest in the local legislation, it turns out that the creation of one workplace for a disabled person and the amount of fines in case of loss of health by him at work amount to a much larger amount. Therefore, rather than investing a million to ensure the safety of one disabled person at work, it is easier and easier to donate half a million to give him the opportunity to develop culturally. It is both beautiful and economical.
And here the ideas of inclusion are born for the first time. Moreover, the first to talk about it were not teachers at all, but economists. In their opinion, if teaching disabled people in special schools en masse is too expensive for the state, why not start teaching them in ordinary general education institutions, among normal people?

Other priorities
So, it became clear that the system of universal education for the disabled, previously created in a number of states (if we take the leaders in this direction - Germany, England, France, the USSR, the USA, Canada), faced the same problems. However, they began to solve them completely different ways. So, Germany produces useful artisans - shoemakers, carpenters, builders, France prepares law-abiding and devout socially adapted and culturally developed Catholics, and England produces independent citizens who are serious about their health and family. But shoes and clothes for an Englishman are not sewn by British invalids, but by Asian shoemakers and tailors.
Consequently, the goals of special education in these countries are different. And when we say that we must do the same as abroad, this is an abstract statement, because abroad everything is far from being so unambiguous. It is hardly possible to talk about any one universal and acceptable model for us. Inclusion in post-Franco poor agricultural Spain, inclusion in Germany devastated by two wars, and inclusion in Scandinavia, which did not participate in any world war, these are three fundamentally different inclusions. Just as there are no “universal values” that are common to all, without exception, there is no single “recipe” for inclusive education that would be equally successfully applied everywhere in the world.

thorny path
Today, in a number of so-called "welfare countries" free education and free medicine. But it is worth recalling that in Sweden they have become such for more than 100 years, in Denmark even earlier. Denmark introduced free service for the disabled in 1933, and we still cannot decide which is better - privileges or benefits. In this country, infant hearing screening was introduced in 1943. And at that time we had a battle on the Kursk Bulge. The Danes were solving exactly this problem, and we did not know if we would survive at all as a nation. It is not surprising that at the end of the 70s of the last century, the Scandinavians achieved a very high standard of living, when medical care, education, social security can be guaranteed to any person directly at the place of residence, wherever he lives. Therefore, they did not need that cumbersome system of correctional schools, which still exists in other countries. They solved this problem in a different way.
Prosperous countries have gone in the direction of inclusion because they do not need such a number of highly educated people, including disabled people, if the number of places in the labor market is constantly decreasing. In a situation where highly qualified specialists cannot find work, one can hardly hope that mentally retarded people will find it. And it is hardly necessary to specifically provide places for this category of citizens, if you can take others with experience. You need to go the other way. For example, create charitable foundations, community organizations, involve the church. And we decided: let's do it like in the West, invest a lot of money, but take it from the budget. You can not do it this way! This, firstly, is too irrational, and secondly, it contradicts the logic of evolutionary development educational systems.

Such different inclusions
In 1990, Boris Yeltsin signed all international agreements, yesterday we lived in a country proud of the system of special schools, and today it turned out that the very existence of such institutions is discrimination against people with disabilities.
Meanwhile, the "welfare" countries from which we decided to take an example developed in accordance with their own history. The elite countries of special education are Northern Europe. Countries that succeeded in this, but experienced serious upheavals in the 20th century, are France, Germany, England. And, finally, there are the countries of Southern Europe - Spain, Portugal, Greece, etc. But there, later than others, they recognized the right of the mentally retarded to receive an education. And it is there, for example, that the entire 20th century is fascist regimes. Franco in Spain, Salazar in Portugal, Mussolini in Italy, black colonels in Greece, etc. And the ideology of fascism is quite frank: if there are inferior people whose content takes away bread from others, normal, then why are they at all? Therefore, the first thing Hitler did was to pass a law on the euthanasia of deeply mentally retarded citizens and psychiatric patients. But this dangerous path, because if you recognize that there are people more valuable, less valuable and generally unnecessary, get ready that tomorrow someone will recognize you as not valuable enough.
By the way, Napoleon at one time closed the first schools for the blind, because he was a southerner and decided that there was no need to educate the disabled at the expense of the budget, because they could earn much more by alms. If there are almshouses organized by the church and individual citizens, why strain the state? If a citizen wants his disabled child to study in good conditions, please, but let it be a private school. Based on this logic, the blind began to be taught en masse much later, precisely because they did not see an economic reason for this before.

jump over your head
Returning to the problems of the current period, we can say: the crisis of correctional education lies in the fact that we are trying to try on someone else's model for ourselves, not realizing that it simply does not suit us.
We have very short story, and we are trying to jump over a regular stage of development. About 30 years ago, not a single journalist, not a single official even approximately knew about the problems of correctional schools. Yes, our successes were recognized all over the world, but inside the country they were almost unknown. But, let me remind you that the famous experiment with teaching the deaf-blind (they are also called deaf-blind-mute) was staged precisely in the USSR. In the 1960s, specialists from our research institute worked for several years with four students who had deep pathologies of the organs of hearing and vision. They taught them to speak, gave them a solid school education, as a result of which they entered the university and graduated from it. One of these students, Alexander Vasilyevich Suvorov, became a professor, doctor psychological sciences, lecturer at two Moscow universities. Is anyone able to repeat this experiment today?
I can say with all confidence: with regard to the scientific heritage, in the field of correctional pedagogy, our country traditionally ranks among the leaders. Another thing is that in practice all scientific achievements we are unable to implement. But here the state must already conclude what should be taken, whose experience should be borrowed - our own, proven and guaranteed, or foreign, applicable in a different culture, economy and traditions. And these are problems, you see, of political will, and not at all of defectology as a science.

Legislated
In recent years, a regulatory framework has been developed that has significantly expanded and consolidated the rights of parents to choose an educational route, the right of a student to receive education in a particular institution. Initially, everyone was guided by the provision on a unified labor school, but today children with a serious medical diagnosis can fully study. You just need to know where and how best to train them. The presence of violations does not mean a ban on attending general education schools. Maybe it’s another matter that we are embarrassed by the other extreme: if before everyone was driven in a herd to special schools, today, in the same way, they are driven in a crowd to educational institutions. I am an active opponent of this approach.
The first normative document, which is directly related to the education of disabled people, was adopted by Denmark. It was called the Education for the Deaf Act, which is sort of the prototype of the Special Education Act. So, it was adopted back in 1817. In our country, the basic the federal law on the education of children with disabilities adopted in 2012. Everything that was before that was departmental regulations, orders of the Ministry of Education, the Ministry of Education, etc. There are many critics of the law "On Education in the Russian Federation", but for the first time the state has determined who they are - children with special educational needs and disabilities, what is inclusive education. True, the concept of the correctional school itself has been lost in the law, and this is precisely the essence of the crisis. But for the first time, the law defines the rights and responsibilities of all participants in the educational process - parents, teachers and students. Perhaps all this is not spelled out clearly enough, it still needs to be worked on, but the main step has been taken.

Positive trends
It is worth recognizing that in 25 years the state has changed its attitude to the problem, and now any official knows everything about the rights of people with disabilities, about creating an accessible environment for all categories of citizens. They know how this problem is being solved abroad, how it should be solved here.
Just the other day, we discussed a draft law prepared by State Duma deputy Oleg Smolin, this document is designed to protect the rights of correctional institutions. It enshrined the parent's right to choose an educational institution. The state must ensure the development of correctional schools, inclusive education, schools of the combined type, in which various categories of children study. But the parent has every right to choose from this list what is closer to him. In addition, it is proposed to legislate the following requirement: a correctional institution can be closed or redesigned only if this decision is supported by 75% of the parents whose children attend it. Because now such decisions are made on the basis of the decision of certain “ initiative groups which do not necessarily represent the interests of all parents.

Not only love
I talked to parents who are ardent supporters of inclusion. In their opinion, a correctional school is a cage, a prison, where children are given little that is useful, where there are bad teachers who do not teach anything, but in a general education school, ideally, all students are surrounded by love and care, where they develop harmoniously and fully, interacting with ordinary children. I say to such parents that if they really managed to find such a school, then this is very good. But not every region can provide this pleasure. And it is hardly worth abandoning an institution where there are professional defectologists in favor of schools where ordinary teachers work. Love alone is not enough to give children a full-fledged education and upbringing, taking into account the peculiarities of their health. Hippotherapy, Montessori acorns, origami, music, games, etc. - this is wonderful, but will a hearing-impaired child from all this become better to hear, and a blind child to see? You ask: can mentally retarded child get an education in a regular, not a correctional school. Yes, maybe, but what will we get as a result? While the children in the class are being told about Cervantes, about plots, associations, alliterations, etc., this child will sit and paint a picture of a windmill. What's next? Previously, this child, having finished the 8th grade, knew how to hold a file, how to work with a chisel, and could go to the factory and earn a living. And now, at best, he knows the name of Don Quixote's horse, but how much good does it do him?
I don't mind if they sit side by side and study together. But are the conditions created for this in general education schools today? Are there workshops in which “special” guys could realize themselves in what is available to them?

In a single space
The way out is the creation of institutions of a combined type, in which both children with disabilities and ordinary children, both from complete families and orphans, can study. They may have different diagnoses, educational perspectives, but they should all be in the same educational environment, because then they will still have to live together, and it is better to teach them this coexistence right away. But there is no need to try to bring everyone to some single level, so that all of them - both sick and healthy - correspond common standards. That doesn't happen. We need different standards, different approaches.
We discuss all the time: should different children study in the same class or should they be separated different classes or even schools. In my opinion, the main question is different: in what case can we guarantee the maximum development of the child - if we create special conditions for him in a special school or if we place him in the same class with everyone else.

Together but apart
There are categories of children who do not have mental defects, but, roughly speaking, go by themselves. The question arises: in which school and in which class will he feel most comfortable? And how comfortable will others feel – classmates and teachers? Again, who will look after him? The same one who teaches, or a dedicated employee? All this again rests on money, on the ability to provide a full-fledged educational process. A lot depends on how exactly the educational space within this school will be organized so that one does not interfere with the other and that everyone is provided with an individual approach depending on their characteristics. For example, I like the school model, in which special children are separated into separate classes, where specialists work with them, but during breaks and extracurricular school-wide events they are all together, communicate with each other, participate in various joint activities. Under one roof, you can combine different systems, classes, approaches. But we are again being told that all this is wrong, that these are again barriers, but in fact salvation is precisely in homogeneous classes, where everyone is together and everyone is equal!
So what kind of program are we implementing? In the opinion of some British comrades, the school should generally be made into an interest club, reducing the compulsory educational program to a minimum. Let the kids do what they love!
Is that what we're aiming for?

Generalist teacher
There is an opinion that in conditions when the health of the younger generation is deteriorating from year to year, when more and more children are born with developmental anomalies, all, without exception, teachers should improve their qualifications in order to be able to work with different categories of children. And ideally, to train each teacher as a defectologist. But they are different things! There is a teacher of a general education school, and there is a teacher-defectologist, these are different specialists. At the same time, of course, every teacher must know the basics of defectology, this is quite logical. We all need to understand that in our practice there may well be a child with special educational needs. And this, by the way, is a rather broad concept - this includes children of migrants who do not speak Russian, and children of risk groups - drug addicts, hooligans, vagrants, and children with disabilities.
So, every teacher should understand the degree of complexity of the problem. And do not try to correct in two weeks what cannot be corrected throughout life, even if such results are required of him. The teacher must soberly assess his abilities, know how to work with different children, what manuals to use, what needs to be done and what should not be done in any case, and also imagine which specialist should be contacted for help if there is not enough qualification .

Incompatible concepts
When our politicians and officials fought for the rights of children, for some reason they did not take into account many things. For example, the idea of per capita funding is at odds with the idea of inclusion, because you cannot recruit as many children as possible into a class while simultaneously creating comfortable conditions for children with disabilities, especially since the class size in correctional schools is much less. For some reason, they completely lost sight of the fact that if children with special needs appear in the class, then they need not only special programs and textbooks, but also special didactic materials, equipment, furniture, in addition, the teacher will have to write a separate lesson plan.
Officials are unaware that even if we are talking about such a seemingly understandable phenomenon as “hearing impairment”, it is necessary to distinguish between children who are completely deaf, hard of hearing, late deaf and children with acoustic implants. All of them represent different categories of students, it is necessary to work with each of them in different ways, and for each to make up their own own program. And this is a colossal burden on the teacher, not to mention the fact that he must have fantastic qualifications. But it's easier to blame everything on the performer - the teacher, instead of thinking from the very beginning how to actually solve the problem.

A question of quality
Today, schools famously report that they are ready to switch to inclusion, because a ramp has already been added to the building, and all teachers have completed two-week courses. But we all know perfectly well that this is a fiction. Years are needed to competently build a system of training and retraining of teachers. And this can be done only on the condition that the training will be carried out by those organizations that have qualified specialists. Now, unfortunately, this is trusted almost by bath and laundry plants. But even if there is some titled professor in the organization, it is unlikely that his lectures will be of much use if he comes to the region and tries to tell everything about everything in three hours. Moreover, ordinary teachers, as a rule, are not at all concerned about what wonderful schools there are in Great Britain and Iceland, but what to do with a student who, at the beginning of the lesson, crawls under the desk and cannot be pulled out of there. But professors rarely answer such questions.
Therefore, before declaring that now every school in our country must ensure the right of citizens to receive education, including inclusive education, it would be necessary to prepare teachers, and not formally, but very carefully. It is impossible to appoint teachers by order of Mother Teresa. Many teachers do not know how, and many simply do not want to work with special categories of children, and you can hardly blame them for this, because when they studied at the university, they had completely different ideas about this process, as well as about who should do what. study. The rights of children and parents should not be confused with the qualifications of a teacher.

Norm of life
I repeat, most children from special schools can attend mainstream schools. But the main thing in the process of education is not smiles at all, not good relationship to each other, not the atmosphere in the classroom, but the knowledge and skills that the child must acquire, and which will help him become independent after graduation.
Within the walls of our institute, teaching methods have been developed and tested for many years. And now it is worth asking - do our teachers own what has been accumulated over the long decades of work of our scientists? But this is already a question for Rosobrnadzor, which should provide effective training teachers to the transition to inclusion.
As early as 1949, the position of a psychologist was introduced in the schools of Denmark, which I have repeatedly mentioned. And we still can not understand why this specialist is needed. With us, he simply states that the child has such and such an IQ, that he has such and such a level of anxiety, etc. But what's next? What should parents and teachers do about this? But in Danish schools, psychologists for more than 60 years have been building relationships within the team, between teachers, children and parents, doing everything so that political correctness from something imposed from above becomes a part and norm of life. And already in the early 50s in this country they came to the conclusion that it is absolutely necessary for every teacher to take a special course on working with a special category of students. And we are constantly changing the rules of the game, goals, conditions for achieving them, and therefore it is not clear who and how to train, and most importantly - for what.

The danger of "staining"
A classical defectologist in our country used to study for 5 years. Defectology education in its Soviet understanding, it included 4 blocks of knowledge - philological, medical, general pedagogical, pathopsychological. A competent specialist is obtained only if all these blocks are mastered. Now, in the conditions of the Bologna process, the terms have been reduced. So, we end up with something wrong. This is not even a paramedic, not even a nurse, and not even a craftsman.
There should be training of high-profile specialists, but professionalism does not mean that a person has been taught (and taught!) to love children for 5 years, but to give him a tool with which you can solve this or that problem. If you are trying to explain a topic, and a student tears up a notebook in response, love alone is not enough here, you need to know what should be done so that he changes his behavior, completes the task, solves the example. Because you, as a teacher, will be asked exactly this result.
We are actively participating in the Bologna process. But for some reason we forget that the University of Bologna was founded before Russia was baptized. We cannot automatically adopt the experience of other countries, because they have been doing this for centuries, and we, in turn, have centuries of our own experience. The University of Bologna is a state within a state. There, when students are on strike, the police do not dare to touch them. In the university state, the government is the community of professors. And we appoint university rectors. And we have a lot of schools in which the teacher is forced to interrupt the lesson in order to drive the cow. The desire to ensure equal rights for everyone and create a single educational space is certainly good, but so far we see that the country has been divided into a large number of different territorial educational systems, each of which has its own innovations, its own financial conditions, and its own salaries. Guided, sometimes, by good intentions, we are destroying the educational space, since the result, very often, depends on how well the relationship between the governor and the minister of education of the region is built in a particular subject of the Russian Federation.

Conscious choice
Basic teacher training should begin with pre-university attestation. If a person decides to become a defectologist, to help people with disabilities, he must first work as a volunteer for six months or a year in a special school, hospital, social security institution or family, just to understand whether he can do this professionally at all, is it his choice? Is he able to overcome disgust, hostility, accept this person with his problems? It can take a very long time to learn how to love a disabled child, but it is much more effective to just try to change his diaper.
In the future, as I have already said, every teacher, regardless of his specialty, needs to take a course in defectology in order to have an idea about working with special children.
In addition, it is necessary to strengthen the course of the psychology of communication, so that each teacher knows how to talk with children and parents, how to attract attention, what words should not be used, how to calm down, etc.
It is no secret that today many good teachers they simply do not want to work in an inclusive environment. And they can be understood, because if you are used to preparing the winners of the Olympiads and you are doing great at it, you are unlikely to be satisfied with the situation when you have to give primitive knowledge every day, which the child constantly forgets. Therefore, I am sure that such teachers should not be broken through the knee, let them do what they can do better than others.

In order to understand what the term "correctional school" means, you need to remember certain facts. Unfortunately, some children lag behind in development from their peers, and cannot be trained on an equal basis with everyone. There can be several reasons for this problem, for example:

diseases nervous system;
congenital anomalies;
the consequences of poor social and living conditions;
various mental disorders.

Therefore, along with educational institutions for children without deviations, there is a special correctional general education school. It is engaged in training taking into account the peculiarities of development and a number of diagnoses.

The number of such educational institutions is limited, and in some cities they do not exist at all. Therefore, there is another type - a special correctional boarding school. It provides not only education and upbringing of children, but also accommodation, food, leisure.

A correctional boarding school is a good way out when traveling is a difficult problem to solve. These institutions employ qualified professionals who can find a common language with special children, so living outside the home will be safe.

Types of correctional schools

Each of the developmental pathologies requires its own methods of correction. Therefore, there are several types of correctional schools. Hearing-impaired children study at schools of the 1st type. For the deaf and dumb, there are separate establishments of the II type. The blind and visually impaired attend schools III and IV type. If you have a speech impediment, you can visit 5th view such establishments.

Neurological and psychiatric hospitals sometimes operate educational institutions of the VI type. They are designed for those guys who have observed different forms had a history of traumatic brain injury.

AT School VII type accept students with attention deficit hyperactivity disorder, as well as those who have been diagnosed with mental retardation (MPD).

Educational institution of the VIII type specializes in working with . The main goal of teachers is to adapt students to life. Here they teach to read, count, write, to be able to navigate in the simplest everyday situations, to establish social contacts. A lot of time is devoted to the development of labor skills, so that in the future a person will have the opportunity to earn his living by physical labor (carpentry, sewing).

You can get into a special correctional school of all kinds only on the basis of a medical certificate.

Differences from the mainstream school

You need to understand that a correctional school is an opportunity for such an education that will be feasible for a child with developmental disabilities, since the program is fully adapted to the contingent. The main features can be distinguished:

Special institutions have full-fledged conditions for the education of special children. In some cases, for such a student, education in a correctional school will be more comfortable and effective. But even children with medical certificates that allow them to study in such institutions can do well in a public school. Therefore, the decision must be made in each situation individually.