Types of special correctional institutions. Correctional school
Children with disabilities can receive education in special (correctional) educational institutions, the Law on social protection disabled people and the Law on Education provides for the creation of such educational institutions. Specialist. schools, classes, groups that provide treatment, education and training, social adaptation and integration into society of children with disabilities are created by education authorities.
Financing of these educational institutions is carried out according to increased standards.
The categories of students, pupils sent to these educational institutions, as well as those kept on full state support, are determined by the Government of the Russian Federation. For students, pupils with developmental disabilities, the following special (correctional) educational institutions are created:
special (correctional) elementary School-Kindergarten;
special (correctional) general education school;
special (correctional) general education boarding school.
The following types of special (correctional) educational institutions are established:
for deaf children (I type);
for hearing-impaired and late deaf (type II);
for blind children (III type);
for visually impaired and late blind children (IV type);
for children with severe speech pathology (V type);
for children with disorders of the musculoskeletal system (VI type);
for delayed children mental development(VII species);
for children with mental retardation(VIII species).
A correctional institution provides pupils with conditions for training, education, treatment, social adaptation and integration into society. Children and adolescents with developmental disabilities are sent to these educational institutions by educational authorities only with the consent of their parents (legal representatives) on the conclusion of the psychological, medical and pedagogical commission 7 .
Educational programs of special (correctional) educational institutions for students, pupils with developmental disabilities are developed on the basis of basic general education programs, taking into account the characteristics of psychophysical development and the capabilities of students, pupils 8 .
Correctional educational institutions of type I-VI carry out the educational process in accordance with the levels of general educational programs of primary, basic and secondary (complete) education. Educational institutions of type VII teach according to programs of primary and basic education, in educational institutions of type VIII pupils receive knowledge in general subjects that have a practical orientation and correspond to their psychophysical capabilities, skills in various labor profiles.
The educational process in a correctional institution is carried out by specialists in the field correctional pedagogy, as well as teachers, educators who have undergone appropriate retraining in the field of activity of a correctional institution.
In a correctional institution, the following maximum occupancy of classes, groups (including special classes (groups) for children with complex defects) and extended day groups is established:
for the deaf - 6 people;
for those who are hard of hearing and late deaf with slight underdevelopment of speech due to hearing impairment - 10 people;
for hearing-impaired and late-deafened with a deep underdevelopment of speech due to hearing impairment - 6 people;
for the blind - 8 people;
for the visually impaired and late blind - 12 people;
for those with severe speech disorders - 12 people;
for those with disorders of the musculoskeletal system - 10 people;
for those with mental retardation - 12 people;
for the mentally retarded - 12 people;
for deeply mentally retarded - 10 people;
for those with complex defects - 5 people.
In order to overcome deviations in the development of pupils in a correctional institution, group and individual correctional classes are held.
In accordance with the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities, special classes, groups, extended day groups (including for pupils with a complex defect) can be opened in a correctional institution. Letter of the Ministry of Education of the Russian Federation of April 3, 2003 N 27 / 2722-6 "On the organization of work with students with a complex defect" defines the specifics of the educational process in special classes, groups, after-school groups for students, pupils with a complex defect in special ( correctional) educational institutions.
Complex defect - any combination of mental and (or) physical disabilities, confirmed in in due course. Special classes are opened with the aim of the maximum possible social adaptation, involvement in the process of social integration and personal self-realization of these students and pupils.
School-age children are sent to special classes with the consent of their parents and with the conclusion of a psychological, medical and pedagogical commission.
The content of education in a special class is determined by the educational program developed on the basis of the educational program of this institution, taking into account the characteristics psycho physical development and opportunities of pupils, accepted and implemented by the correctional institution independently. When developing the educational program of special classes, educational programs of special (correctional) educational institutions for students, pupils with other developmental disabilities can be used.
the formation of self-image;
formation of self-service and life support skills;
formation of accessible ideas about the world around and orientation in the environment;
formation of communication skills;
training in subject-practical and accessible labor activity;
teaching accessible knowledge in general subjects that have a practical orientation and corresponding to the psychophysical abilities of pupils;
mastering accessible educational levels.
With children studying in a special class, a teacher-defectologist, a speech therapist, specialists in exercise therapy, massage, a social worker, etc. are involved.
Classes for children with severe mental retardation may be created in schools of type VIII. However, these classes accept children with moderate degree of mental retardation, who have no medical contraindications for staying in a correctional facility and who have basic self-care skills 9 . These provisions exclude children with severe (F72) and profound (F73) mental retardation from the education system.
The problem is that the opening of such classes is not mandatory for special educational institutions, many institutions do not open such classes, and children with several combined defects are excluded from the education system. It seems that it is necessary to make the opening of such classes mandatory for special. schools as children with a complex handicap are identified.
Another problem of correctional educational institutions is that not all subjects of the federation have correctional educational institutions of all kinds, and children with disabilities must be educated in another region and live not in a family, but in a boarding school. Since these schools are financed from the budgets of the subjects, special schools refuse to accept children from other subjects of the Federation. Most often, this problem is solved by concluding agreements between the educational authorities of the subjects and the subject of the Federation, in which there is a special. the school is transferred money from other regions. In such a case, an additional burden falls on the parent of a child with a disability, he must apply to the educational authorities of the subject of the federation where his child lives and ask to pay for the child's education in special education. school in another region. This problem is further complicated by the fact that the subjects have different financial capabilities, and a region with a small budget will not be able to pay enough expensive education disabled child in special school in another region.
From the analysis of the Russian legislation on education, we can conclude that so far the system of special Schools are central to the education of the disabled. At the moment, the emphasis is on the development of the special system. schools, facilities federal programs are mainly directed precisely for these purposes, and not for creating conditions for the education of children with disabilities in regular schools.
- institutions intended for children, adolescents and adults with various anomalies of psychophysical development.
in Russia in the 19th century. special educational institutions were created, as a rule, on a charitable basis and only for children with pronounced defects (schools for deaf, blind and profoundly mentally retarded children). The contingent of such schools covered no more than 6% total number these children. Many categories of anomalous children were not taught at all. In the XX century. the state has set the task of educating and introducing children with various disabilities to socially useful work through the correction and compensation of defects. Special educational institutions were included in common system public education, health care and special support and are differentiated according to the nature and depth of a particular defect.
The system of the Ministry of Education includes: a) special boarding schools, schools with an extended day, in which all categories of anomalous school-age children who are subject to general education are trained; b) special evening (shift) and part-time schools for working youth with hearing and vision impairments; c) special preschool institutions: orphanages, boarding schools, boarding preschool departments at special schools; kindergartens, nursery schools, special groups at mass kindergartens with an extended day or with children staying in them for five days; d) speech therapy centers at public schools. The system of the Ministry of Social Security includes: a) educational and production enterprises of the Society of the Deaf and the Society of the Blind, intended for the professional training of young people with hearing and vision impairments; b) boarding schools for children of preschool and school age with severe forms of mental retardation, cerebral palsy (in the absence of movement and speech), deaf-blind-mute, including those with mental retardation. Those who graduated from any special schools (except for auxiliary ones for mentally retarded children) can enter, taking into account the rules for admission to technical schools and universities of the country on a general basis.
Thanks to an in-depth, comprehensive study of the patterns and characteristics of psychophysical development and the cognitive capabilities of each category of abnormal children, a differentiated network of special schools has been created and preschool institutions ten types. This network includes: schools for deaf children, where students receive an incomplete secondary education (corresponding to eight classes of a mainstream school) in 12 years of education; schools for the hearing impaired with two departments: 1) for 12 years of study, students receive general secondary education, 2) for the same period - incomplete secondary education; schools for the blind and visually impaired, which can exist both separately and as independent departments for one or another category of children with visual impairments; schools for children with severe speech disorders with two departments: 1) for 11 years of education, children with such speech pathology as alapia, aphasia, dysarthria, etc., receive an incomplete secondary education, 2) for children with severe forms of stuttering (children from this schools go into mass as the defect is eliminated); schools for children with disorders of the musculoskeletal system, including those with the consequences of cerebral palsy (for 11–12 years of education, children receive a secondary education, classes for children with intellectual disabilities are allocated at the school, working according to special curricula); schools for children with mental retardation (9 years of education, children are transferred to mainstream schools as the delay is corrected); schools for mentally retarded children (auxiliary schools), in which students for 9 years of study receive an education approximately at the level of primary mass school. All types of special schools, except auxiliary ones, provide qualified education. Only two types of schools (for the deaf and for the hearing impaired of the 2nd division) provide incomplete secondary education, the rest provide secondary education. AT curricula All special schools provide for industrial and labor training in any type of industrial or agricultural labor. Students are provided with special textbooks in all major subjects of the curriculum.
A network of special preschool institutions has been created for all categories of anomalous children who will have to study in special schools. Children from 3 to 7 years old are brought up in preschool orphanages, kindergartens, from 2 to 7 years old in nursery gardens, and from 5 to 7 years old in preschool departments at the corresponding special schools. Some mass kindergartens have special speech therapy group where children are transferred for one year to correct their speech disorders.
Correctional educational institutions are specially created, taking into account all the needs, educational institutions that provide students with developmental disabilities; training, education, treatment, contributing to their social adaptation and integration into society.
For the first time, special education for special children began in Spain in 1578, in England - in 1648. in France in 1670. Attempts at special education for children with intellectual disabilities began in the 19th century, combined with research on the very phenomenon of oligophrenia. AT Russian Empire the system of special education for children appeared in 1797 with the establishment of the department of Empress Maria Feodorovna, which paid Special attention orphanages.
At the beginning of the 20th century, about 4.5 thousand charitable organizations and 6.5 thousand institutions for the social support of children, including those with developmental disabilities, operated in the Russian Empire. AT pre-revolutionary Russia a network of special educational institutions was created, and by the beginning of the 20th century, when the experience of teaching and raising special children was adopted everywhere, knowledge was systematized - correctional pedagogy took shape as a single system special education.
Today in Russia, the activities of special (correctional) educational institutions are regulated by the model regulation “On a special (correctional) educational institution for students, pupils with developmental disabilities” (1997) and a letter “On the specifics of the activities of special (correctional) educational institutions of types I-VIII” .
Special (correctional) institutions in Russia are divided into 8 types:
1.Special (correctional) educational institution Type I created for the education and upbringing of deaf children, their comprehensive development in close connection with the formation of verbal speech as a means of communication and thinking on an auditory-visual basis, correction and compensation of deviations in their psychophysical development, to obtain general educational, labor and social training to an independent life.
2. Correctional institution type II created for the education and upbringing of hearing-impaired children (who have partial hearing loss and varying degrees of speech underdevelopment) and late deaf children (those who became deaf in preschool or school age, but retained independent speech), their comprehensive development based on the formation of verbal speech, preparation for free speech communication on an auditory and auditory-visual basis. Education of hearing-impaired children has a corrective orientation, which contributes to overcoming deviations in development. At the same time, during the entire educational process, special attention is paid to the development of auditory perception and work on the formation of oral speech. Pupils are provided with active speech practice by creating an auditory-speech environment (using sound-amplifying equipment), which makes it possible to form speech on an auditory basis that is close to natural sound.
3.4. Correctional institutions III and IV types provide training, education, correction of primary and secondary deviations in the development of pupils with visual impairments, the development of intact analyzers, the formation of correctional and compensatory skills that contribute to the social adaptation of pupils in society. If necessary, joint (in one correctional institution) training of blind and visually impaired children, children with strabismus and amblyopia can be organized.
5. Correctional institution Type V It is created to educate and educate children with severe speech pathology, to provide them with specialized assistance that helps to overcome speech disorders and related features of mental development.
6. Correctional institution Type VI created for the education and upbringing of children with disorders of the musculoskeletal system (with motor disorders of various etiology and severity, cerebral palsy, with 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 ), for the restoration, formation and development of motor functions, correction of mental and speech development children, their social and labor adaptation and integration into society on the basis of a specially organized motor regimen and subject-practical activities.
7. Correctional institution type VII is created for the education and upbringing of children with mental retardation, who, with potentially intact opportunities intellectual development there is a weakness of memory, attention, lack of pace and mobility of mental processes, increased exhaustion, unformed voluntary regulation of activity, emotional instability, to ensure the correction of their mental development and emotional-volitional sphere, activation cognitive activity, the formation of skills and abilities of educational activities.
8. Correctional institution Type VIII is created for the education and upbringing of children with mental retardation in order to correct deviations in their development by means of education and labor training, as well as socio-psychological rehabilitation for subsequent integration into society.
The educational process in institutions of 1-6 types is carried out in accordance with the general educational program of general education.
From the foregoing, we see that the main goals of correctional education of any kind are social adaptation and integration of a special child into society, that is, the goals are completely identical to inclusion. So what is the difference between inclusive and specialized education? First of all, in the ways of achieving the set goal.
1. The methodology of special education is formed on the basis of knowledge of the physiological and mental characteristics of children with developmental disabilities. Individual and differentiated approach, special equipment, special techniques, visualization and didactics in explaining the material, special organization the regime and occupancy of classes based on the characteristics of children, nutrition, treatment, the unified work of defectologists, speech therapists, psychologists, doctors ... this is not the whole list of what is not and cannot be represented in a mass school.
2. The main goal of a mass school is to give students knowledge for their subsequent use. In a general education institution, it is the level of knowledge that is primarily and significantly evaluated, education takes 5-10% of the program. In correctional institutions, on the contrary, first of all most programs 70 - 80% is occupied by education. Labor 50%, physical and moral 20 - 30%. Great emphasis and emphasis is placed on teaching labor skills, while each correctional school, in accordance with its type, has its own workshops in which children are trained in precisely those professions that are available and allowed to them, in accordance with the approved list.
3. The organization of education in a correctional school consists of 2 parts. In the first half of the day, children receive knowledge from teachers, and in the second half of the day, after lunch and a walk, they study with a teacher who has his own program. This is learning the rules of the road. Rules of conduct in in public places. Etiquette. Role-playing games, excursions, practical tasks with subsequent analysis and analysis of the situation. Handicrafts... And much more, which is not provided for by the general education program.
So the question arises, who is better at socializing, adapting and integrating special children to life in a macro society with such significantly different approaches? Is it worth so ruthlessly destroying what has been accumulated for centuries, worked out, created for special children? Shops, yards, playgrounds, children's infrastructure, cooperation between mass and correctional schools are quite a sufficient stadium for the introduction of special children into society. So what is the essence of inclusion? And do we really need it so badly?
3. The concept of "correctional education", structural components
Considering the problem of modern special (correctional) education, it is necessary to clarify each of the concepts included in its name: education, special, correctional education.
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 in ontogenetic terms is a biosocial process of personality formation. In this process, three main structural aspects are distinguished: cognitive, which ensures the assimilation of experience by a person; education of typological personality traits, as well as physical and mental development.
Thus, education includes three main parts: training, upbringing and development, which, as B.K. Tuponogov, act as one, are organically connected with each other, and it is almost impossible to single out, distinguish between them, and it is inexpedient in the conditions of the dynamics of the system operation.
The root of the concept of "correctional" is "correction". Let us clarify its understanding in modern research.
Correction(lat. Correctio - correction) in defectology - a system of pedagogical measures aimed at correcting or weakening the shortcomings of the psychophysical development of children. Correction means both the correction of individual defects (for example, correction of pronunciation, vision), and a holistic influence on the personality of an abnormal child in order to achieve a positive result in the process of his education, upbringing and development. The elimination or smoothing of defects in the development of cognitive activity and the physical development of the child is denoted by the concept of "correctional and educational work."
Correctional and educational work represents a system of complex measures of pedagogical influence on various features of the abnormal development of the personality as a whole, since any defect negatively affects not a separate function, but reduces the social usefulness of the child in all its manifestations. It is not limited to mechanical exercises. elementary functions or to a set of special exercises that develop cognitive processes and certain types of activity of abnormal children, but covers the entire educational process, the entire system of activities of institutions.
Correctional education or correctional educational work is a system of special psychological and pedagogical, sociocultural and therapeutic measures aimed at overcoming or weakening the shortcomings of the psychophysical development of children with disabilities, providing them with available knowledge, skills and abilities, developing and shaping their personality as a whole . The essence of correctional education is the formation of the psychophysical functions of the child and the enrichment of his practical experience, along with overcoming or weakening, smoothing out his mental, sensory, motor, and behavioral disorders.
All forms and types of classroom and extracurricular work are subordinated to the correctional and educational task in the process of forming general educational and labor knowledge, skills and abilities in schoolchildren.
Compensation(lat. Compensatio - compensation, balancing) replacement or restructuring of disturbed or underdeveloped body functions. This is a complex, diverse process of adaptability of the body due to congenital or acquired anomalies. The compensation process is based on significant reserve capabilities of higher nervous activity. In children, in the process of compensation, new dynamic systems of conditional connections are formed, impaired or weakened functions are corrected, and personality develops.
The earlier the special pedagogical influence begins, the better the compensation process develops. Correctional and educational work started on early stages development, prevents secondary consequences of organ dysfunction and promotes the development of the child in a favorable direction:
Social rehabilitation(lat. Rehabilitas - restoration of fitness, ability) in the medical and pedagogical sense - the inclusion of an abnormal child in social environment, attachment to public life and work at the level of his psychophysical capabilities. This is the main task in the theory and practice of pedagogy.
Rehabilitation is carried out with the help of medical means aimed at eliminating or mitigating developmental defects, as well as special education, upbringing and professional training. In the process of rehabilitation, the functions impaired by the disease are compensated.
Social adaptation (from lat. Adapto - I adapt) - bringing the individual and group behavior of abnormal children in line with the system social norms and values. In anomalous children, due to developmental defects, interaction with the social environment is difficult, the ability to adequately respond to ongoing changes and increasingly complex requirements is reduced. They experience particular difficulties in achieving their goals within existing norms, which may cause them inadequate reaction and lead to behavioral problems.
The tasks of teaching and educating children include ensuring their adequate relationship with society, the team, the conscious implementation of social (including legal) norms and rules. Social adaptation gives children the opportunity active participation in socially useful life. Work experience shows that students are able to master the norms of behavior accepted in our society.
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 acquired knowledge;
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 by L.S. Vygotsky within the framework of his theory of the cultural and historical development of the psyche: the complexity of the structure (specific features) of the defect, the general patterns of development of a normal and abnormal child. The purpose of corrective work on L.S. Vygotsky should be guided by the all-round development of an abnormal child as an ordinary child, 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 remedial education is - a gradual and consistent transfer of the zone of proximal development to the zone of actual development of the child. The implementation of corrective-compensatory processes of atypical development of the child is possible only with constant expansion the zone of proximal development, which should act as a guideline for the activities of a teacher, educator, social educator 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: the pedagogization of the environment, as well as the productive cooperation of various social institutions. The decisive factor on which the positive dynamics of psychomotor development depends is adequate conditions for upbringing in the family and the early start of complex treatment, rehabilitation and correctional psychological, pedagogical, sociocultural measures, which involve the creation of an occupational therapy environment focused on the formation of adequate relationships with others, teaching children the simplest labor skills, the development and improvement of integrative mechanisms in order to include, if possible, on an equal footing, children with problems in ordinary, generally accepted socio-cultural relations. L.S. In this regard, Vygotsky wrote: “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” (19). 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 is, as 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 correction class (alignment, compensatory education) at a mass school;
Education in different educational programs within the same class;
Education in a special educational correctional school or boarding school, where there are 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 diagnosing and realizing 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 - with 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.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 work are subordinated in the process of formation of general educational and labor knowledge, skills and abilities in children. 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. Sensational direction (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, special classes were introduced into the practice of special institutions to educate sensory culture, to 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 sensory sphere mental activity.
2. Biological (physiological) direction. 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 grammar mother tongue, general education subjects), expression (the stage involves work on the culture of the child's direct actions: speech, singing, drawing, manual labor, movements).
3.Socially - activity direction. 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 child in 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 direction is associated with the concept of a dynamic approach to understanding the structure of a defect and the developmental prospects 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 allow qualitatively and quantitatively to improve the process of correctional education:
Creation of permanent full-time psychological, medical and pedagogical consultation commissions, with the aim of earlier identification of the individual structure of a developmental defect in children and the beginning of corrective education and upbringing, as well as improving the quality of the selection of children in special (auxiliary) educational institutions;
Implementation of the total intensification of the process of correctional education of children with handicapped health due to 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 corrective educational work in some specialized children's medical institutions in which children are treated preschool age, 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. Currently, there are about 800,000 children in the country with developmental defects or not covered at all. schooling or study in public 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 experimental production for the development and manufacture of small series of technical teaching aids 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 health opportunities, defectological education of parents, introduction innovative forms the work of educational institutions with the family of an atypical child.
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 on creating 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 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 certain birth 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, visual, severe violations speech, musculoskeletal, 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 secondary 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 increased from year to year labor training and pre-vocational training. 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 christian church a deaf person is a dissident because 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 1970s and the beginning of the 1980s, countries that had gone much further than us in the training and employment of 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. western world moved towards improving the quality of life. It is 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 like it doesn't exist" universal values”, uniform for everyone, 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 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 in the late 70s of the last century, the Scandinavians achieved a very high level life, when medical assistance, 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 people with disabilities, 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, to create charitable foundations, public organizations, to 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 signs 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 is a 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 once 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? 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 that 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: as far as the scientific heritage is concerned, our country traditionally ranks among the leaders in the field of correctional pedagogy. 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 secured the rights of parents to choose educational route, the right of the 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.
First normative document, which is directly related to the education of persons with disabilities, was adopted by Denmark. It was called the "Deaf Education Act" - it is a kind of prototype of the law on special education. 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 educational institution. The state must ensure the development of correctional schools, inclusive education, schools combined type where the most different categories children. 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 decisions 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 children can study both with disabilities and ordinary children, both from complete families and orphans. They may have different diagnoses, educational perspectives, but they should all be in the same educational environment, because then they still have to live together, and it is better to immediately teach them this coexistence. 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 into different classes or even schools. In my opinion, main question in another: 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 it is organized. educational space inside this school, so that one does not interfere with the other and that everyone is provided individual approach depending on its 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 secondary school, but 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 for each such student.
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 to draw up their own program for each. 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 the UK 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 ensure effective training of teachers for 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 involved in Bologna process. But for some reason we forget that 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.
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