What kind of children go to school 5 types. Special (correctional) training programs

In speech. the school enrolls children with a speech therapy conclusion of the OHP. AT speech school there are 2 branches:

Children with the following speech diagnoses are enrolled in the 1st department:

dysarthria

Rhinolalia

Dysgraphia

Dyslexia

In the 2nd department:

Stuttering

Exists general and various in two departments

Similarity:

1. Occupancy of classes 12 people

2. In the beginning school, all lessons, except for physics, music, rhythm, are taught by a speech therapist teacher.

3. In the speech school there is no rate of an exempt speech therapist. (correction speech disorders carried out by the teacher who works in the classroom)

4. In high school correction of speech disorders is carried out by a teacher of the Russian language and literature, who works in the classroom.

5. Among school teachers, only elementary school teachers should have the mandatory qualification of “teacher-speech therapist”. Subject teachers must complete defectological courses.

6. A teacher and two educators work in the class (night and day)

7. in the conditions of a boarding school, an integrated approach to the education and upbringing of students is carried out. AT staffing the rates of a psychologist, psychoneurologist or neuropathologist, nurse, physiotherapist, masseur, specialist in adaptive physical culture(LFK).

8. At the end of school, children receive a qualification document on incomplete secondary education.

9. foreign language not being studied.

Difference:

1. Students of the first department are trained according to a special program developed by the Research Institute of Defectology (Correctional Pedagogy), the last edition of the program in 1987.

Students of the second department study according to the program of a comprehensive school.

2. The pace of learning for students of the first department is prolonged and increased: they master the 9-year program in 10 years.

For students of the second department 1:1 (9=9)

SECTION I: Teaching literacy.

Goal: the formation of elementary reading and writing skills.

Lessons are called "literacy and spelling lessons" during the first year of study.

SECTION II: Formation of pronunciation.

Purpose: development of rhythmic and sound syllabic structure speeches

Lessons are called "pronunciation lessons" and are held in the 1st grade - 2 times a week, in the 2nd grade - 1 time.

III SECTION: The development of speech.

Purpose: expansion volume vocabulary, the development of coherent oral and writing.

The lessons are called "speech development lessons" and are held from 1st to 4th grade 4 times a week.

IV SECTION: Teaching grammar, spelling and spelling.

Purpose: formation of the level of relative literacy (knowledge of the rules of the school curriculum)

The lessons are called "Russian language lessons" and are held from the 2nd grade 4 times a week.

SECTION V: Teaching reading and speech development.

Purpose: formation of synthetic reading skills (correct, fluent, expressive and conscious) and education moral qualities personalities in the material read. Lessons are called "reading lessons" and are held in the 2nd grade 4 times a week, in the 3rd and 4th grade - 3 times a week.

SECTION VI: Individual lessons

Purpose: correction of individual speech disorders of students in the class.

Qty individual lessons determined by the curriculum depending on the class.

1st grade - 8 hours per week

2nd, 3rd, 4th grades - 7 hours a week.

31. Subject, tasks, content of the course " Special technique teaching the Russian language” in a special (correctional) general education school of the 5th type.

Any technique is based on methodological foundations.

The subject of the special methodology of the Russian language is the process of teaching the Russian language to children with severe speech disorders. (TNR).

The object of the methodology are special pedagogical conditions(methods and techniques of correctional education) that ensure the effectiveness of mastering knowledge of the Russian language by children with TNR.

Objectives of the methodology:

1. Diagnosis, prevention and correction of violations of oral and written speech of students of a speech school.

2. Development of special methods and techniques for remedial education.

3. Adaptation of Russian language programs intended for general education schools, taking into account the possibilities and features speech development special students correction schools of any (5 types) type.

In connection with the need to develop new educational standards for correctional schools, including schools of type V, the problem of determining the specifics of studying various sections of the block is relevant. linguistic disciplines children with severe speech disorders.

Currently, students with severe speech disorders in grades 5-10 are studying according to the mass school program. At the same time, the requirements of the program, of course, do not take into account the peculiarities of the abnormal development of students. However, teachers' observations show that children with severe speech disorders experience significant learning difficulties throughout school course. This requires the creation of special correction-oriented teaching materials for teaching this group of students.

It is necessary to take into account the following features of the distribution of material and the content of work on the development of coherent written speech in grades 5-10.

1. An important component of the work is the involvement of tasks aimed at transforming the text (structural, lexical and grammatical). This allows schoolchildren to realize the compositional and semantic unity of the text, to use variable means to express the same thought.
2. The study various types speech begins with a narrative, since in such texts the deployment of a message corresponds to the actual course of events, narrative texts are quite simple in structure.
3. Teaching reasoning is conducted orally and is closely linked to the study program material in the Russian language, literature, subjects of the humanities and natural sciences. This makes it possible to implement the communicative principle of learning, according to which the primary task is the development oral speech on the other hand, to establish interdisciplinary connections.
4. The communicative principle is also implemented by including written speech in those activities of students that may later be socially in demand (drafting business papers, letters, etc.)
5. Particular attention is paid to the content, structure, language design of texts. Concerning great place is assigned to the analysis of ready-made texts, presentations, compiling your own texts based on the created model, by analogy with the analyzed text.
6. Research and school practice show that the composition in the form in which it exists in a public school is inaccessible to most students with severe speech impairments. This type We designated works as the compilation of a text using various kinds of meaningful and semantic verbal and non-verbal supports, which together represent a model of the analyzed or created statement.
7. Formation of the main lexical concepts is transferred from the lessons of the Russian language to the lessons of the development of speech and is linked with the work to enrich the vocabulary of students.

Requirements for special conditions for obtaining initial general education established by the Federal State Educational Standard for Primary General Education of Students with Disabilities (Order of the Ministry of Education and Science of Russia dated December 19, 2014 N 1598):

The structure of the adapted educational program for students with disabilities includes mandatory correctional and developmental courses, which are provided for by federal state educational standards from September 1, 2016 (applies to relations arising from September 1, 2016, i.e. valid for first graders in 2016 and subsequent years). The mandatory remedial courses provided for by the standards can be supplemented by an educational organization independently based on the recommendations of the PMPK and taking into account the IPR.

Mandatory remedial courses are integral part adapted educational program and are free for the student.

Mandatory correctional and developmental courses for students with severe speech disorders.

From SanPiNs to the conditions and organization of training and education in organizations that carry out educational activities on adapted basic general education programs for students with disabilities (Decree of the Main State sanitary doctor RF dated 10.07.2015 N 26):

“Rehabilitation and corrective measures can be implemented both during extracurricular activities as well as during class activities.

The number of hours allotted for mastering by students with disabilities of the main educational program, consisting of curriculum general educational organization, including the mandatory part and the part formed by the participants in the relationship, as well as from the hours required for rehabilitation and correctional activities, should not in total exceed the amount of the weekly educational load of students with disabilities.

Extracurricular activities is formed from the hours necessary to meet the individual needs of students with disabilities and in total is 10 hours per week for each class, of which at least 5 hours are provided for the implementation of compulsory remedial classes, the rest - to the developing area, taking into account age features students and their physiological needs.

For creating special conditions for education pay in state and municipal educational organizations not charged It's free for the family. Correctional classes are an integral part of educational programs for teaching a child with disabilities and cannot be charged for them either. If the school is required to provide the corrective services included in the educational program, conclude an agreement on paid services, contact the education authority to resolve the situation.

If the parents themselves understood or doctors and other specialists have established that the child has developmental features, you need to find a suitable one as soon as possible. educational institution. And the sooner you find the one that suits your child with his individual characteristics, the higher the chances of his rehabilitation, social adaptation, psychological correction and overcoming health-related difficulties.

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 transitions to learning in 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 of their education lies 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 - delayed speech development;

MMD - minimal brain dysfunction;

ODA - musculoskeletal system;

ONR - general underdevelopment speech;

RDA - early childhood autism;

ADHD - Attention Deficit Hyperactivity Disorder;

HIA - limited opportunities health.

As you can see, from all of the above, only cerebral palsy, MMD and problems with 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 educators and teachers more trouble than other children, is in a hurry to assign a “diagnosis”, if only to get rid of him, transferring to Kindergarten or a school for "children with special needs", then here 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. Schools III-IV kind Designed for blind and visually impaired children. SchoolsVkind accept students with speech disorders, in particular stuttering children. Type VI schools designed for children with physical and mental development. Sometimes such schools function at neurological and psychiatric hospitals. Their main contingent is children with different forms cerebral palsy (CP), 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, while dyslexia is a partial specific disorder mastery of reading, due to a violation of higher mental functions. And, finally, in special (correctional) general educational schools of the VIII type 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 complex issue you decide. As we know, cerebral palsy has such different and dissimilar forms - from deep mental retardation, in which doctors pass a verdict: "untrainable" - to a completely intact intellect. A child with cerebral palsy may have musculoskeletal system and at the same time be 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 the one that oppressed him long years strong stuttering. 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 - reverent attitude teachers for 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 child. Even in ordinary schools, teachers talk about great power 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 out-of-towners come to Moscow solely for the sake of educating and rehabilitating their special children, because in the provinces special education by and large is simply non-existent. 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 federal law dated July 10, 1992 No. 3266-1 "On Education", in accordance with paragraph 3 of article 2 of which one of the principles public policy in 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 in general educational institution application for admission, birth certificate, medical record in 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.

Sections: speech therapy

Speech is the most important mental function of a person. Speech communication creates specifically human ways social contact between people who develop higher form cognitive activity of collective labor. Mastering speech, the child acquires the ability for conceptual thinking, for a generalized reflection of reality, for awareness, planning and regulation of his intentions and actions.

Deviations in the development of speech cannot but affect the formation of the entire mental life of the child. They make it difficult to communicate with others and often interfere with the correct formation of cognitive processes, make it difficult to master reading and writing, and as a result, other school skills and knowledge. As a reaction to a defect, character traits change - isolation, self-doubt, negativism appear, which aggravate the influence of defective speech on the formation of the child's psyche. Overcoming and preventing speech disorders contribute to the harmonious development of the creative forces of the individual.

For children with severe speech disorders, special (correctional) classes of type V are being created, since the principles and structure of teaching children with SPD should be completely different. In order for the education of children in these classes to be most effective, a program of speech therapy support for students is required.

The proposed program is compiled in accordance with the state standards for teaching reading and Russian in elementary school, the structure of the speech defect and reflects modern approaches to the correction of speech disorders from the standpoint of the principle of the natural conformity of the educational process.

The purpose of this program is to prevent academic failure due to various speech disorders. To achieve this goal, the following work tasks are defined:

1. Timely diagnosis of anomalies of speech development in students;
2. Correction of violations of oral and written speech, aimed at overcoming difficulties in mastering school curriculum;
3. Prevention and prevention of speech disorders.

The program is intended for students of 1-4 special (correctional) classes of type V and is designed for 4 years of study.

The program is based on the theoretical provisions and principles of close interaction between the development of speech and thinking, on the idea of ​​semantics as the leading level speech activity, on the principle of taking into account the age-related dynamics of the functional asymmetry of the cerebral hemispheres and the principle of the formation of metalinguistic activity based on the practical level of language acquisition.

The program determines the content, the main ways of speech development and is aimed at creating conditions for them to receive a quality education and correct speech disorders.

The program is a certain system of content, forms, methods and techniques speech therapy impact and includes 3 stages of correctional and developmental training, at each of which the goal, objectives and content of correctional speech therapy and correctional educational work and terms of work are determined.

Stage I of correctional and developmental education is carried out from September 15 to May 15 of the first year of study. The purpose of this stage is to fill in the gaps in the development of the sound side of speech. To achieve the goal of the first stage, the tasks of corrective work were set:

1. Correction of sound pronunciation;
2. Development phonemic hearing;
3. Development sound analysis and synthesis;
4. The development of the syllabic structure of the word.

The content of correctional speech therapy work at stage I involves the formation of full-fledged ideas about the sound composition of a word based on the development phonemic processes and skills of analysis and synthesis of the sound composition of the word. The content of correctional and educational work is the formation of skills learning activities, the development of observation to linguistic phenomena, the development auditory attention, memory, self-control, ability to switch.

By the end of the first stage, children should have formed:

• Focusing attention on the sound side of speech;
• The main gaps in the formation of phonemic processes have been filled;
• The initial ideas about the sound-letter, syllabic composition of the word are clarified;
• All sounds are set and differentiated;
• The children's vocabulary has been clarified and activated, and constructions have been clarified. simple sentence(with little distribution);
• The words-terms necessary at this stage of training have been introduced into the active dictionary: sound, syllable, word, vowels, consonants, hard - soft consonants, voiced - voiceless consonants, a sentence, etc.

Stage II of correctional and developmental education is carried out from the second year of study to November of the third year of study. The purpose of this stage is to fill in the gaps in the development of the lexical and grammatical means of the language, and the tasks of corrective work are set:

1. Enrichment of vocabulary by introducing new words and word formation;
2. Work on phrases and sentences.

The content of correctional speech therapy work at stage II involves clarifying the meanings of the words available to children and further enriching the vocabulary both by accumulating new words that are different parts of speech, and by developing the ability to actively use different ways word formation; clarification of the meanings of the used syntactic constructions; further development and improving the grammatical design of coherent speech by students mastering phrases, the connection of words in a sentence, models of various syntactic constructions. The content of correctional and educational work at stage II is the formation of organizational skills academic work; organization of self-control skills.

After the second stage of correctional and developmental education, students should learn in practical terms:

• Orientation in the morphological composition of the word, i.e. be able to determine by what parts of the word, standing before or after the common part related words, new words are formed and their meanings change;
• Actively use various methods of word formation;
• Correctly use new words in sentences of various syntactic constructions (i.e. establish a connection between form and meaning);
• To convey the essence of the exercises performed, the sequence of mental actions performed in a detailed statement.

Stage III of correctional and developmental education lasts from November of the third year of study to May fourth year learning. aim Stage III is the development and improvement of the skills and abilities of building a coherent statement: programming the semantic structure of the statement; establishing the coherence and sequence of the statement; selection of linguistic means necessary to construct an utterance for various purposes of communication (proof, reasoning, transmission of the content of the text, plot picture). The tasks of the III stage are:

1. Formation of practical ideas about the text. The development of skills and abilities to recognize the essential features of a coherent statement is carried out in the process of comparing the text and a set of words; text and a set of sentences, text and its distorted various options(skipping the beginning, middle, end of the text; adding off-topic words and sentences to the text; lack of words and sentences that reveal the main topic of the text).

2. Development of skills and abilities to analyze the text: determine the topic of the story (text), determine the main idea of ​​the text, determine the sequence and coherence of sentences in the text; establish a semantic relationship between sentences; plan a coherent statement.

3. Development of skills and abilities to build an independent coherent statement: determine the intent of the statement; determine the sequence of deployment of the statement (plan); determine the connection of sentences and the semantic dependence between them; select language tools, adequate to the intention of the statement; plan a coherent statement.

By the end of stage III, children should be able to:

• Determine the topic of the speech;
• Separate the main from the secondary;
• Build your own messages in a logical sequence;
• Divide the text according to the meaning into separate parts;
• Highlight semantic strong points;
• Make a plan of retelling, presentation.

For practical orientation, the following types of work activities are provided:

• analysis and evaluation of the functional state of the articulatory apparatus;
• drawing up an algorithm for working with mixed sounds (oppositional) and letters (graphically similar), for working with text, for preparing for copying and writing from dictation;
• work in speech therapy notebooks;
• organizing and conducting classes in a playful way.

The leading technology is the technology of correctional and developmental education, the purpose of which is to teach children to use the acquired knowledge in independent speech and in written work.

Projected results of the program implementation:

1. a student with a positive motivation to learn the Russian language;
2. a student who can independently write auditory, visual dictations, presentations and compositions using oppositional sounds.