Elena Yolkina
Individually differentiated approach to the organization of the correctional educational process
GEF DO defines one of qualities basic principles of preschool education: building educational activities based on individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education.
Individual approach- an important psychological and pedagogical principle, taking into account the individual characteristics of each child.
Individualization is the implementation of the principle individual approach, is the organization of the educational process, taking into account the individual characteristics of children, which allows you to create optimal conditions for the realization of the potential of each child.
K. D. Ushinsky also noted: “Education should not only develop a person’s mind and give him a full amount of knowledge, but also kindle in him a thirst for serious work, without which his life cannot be either useful or happy”. That is, the main thing in education is not the transfer of knowledge and skills, but the development of the ability to acquire knowledge and skills and use them in life, providing a sense of psychological security for the child, taking into account his capabilities and needs, in other words, a student-centered model in learning is, first of all, individualization of education, creation of conditions for the development of the child as a person.
The teacher should not forget that the child is the subject of his own development, he is an end in himself. But children should always feel the support of the teacher.
An individual approach requires a lot of patience from the teacher, the ability to understand complex manifestations of behavior.
An individual approach does not in any way oppose the principle of collectivity - the main principle not only of education, but of the whole way of life. The "individual" is a social being, therefore every manifestation of his life, even if it does not appear in the immediate form of the collective, is the appearance and affirmation of social life. Scientific studies have concretely confirmed this position. "I" is possible only because there is "we".
"Differentiation" in Latin means "separation, stratification of the whole into parts, forms, steps." Differentiated learning is a form of organization of the educational process, in which the teacher works with a group of children, compiled taking into account the presence of any common qualities that are significant for the educational process (homogeneous group).
Differentiated learning (differentiated approach to learning) is:
Creation of a variety of learning conditions for various educational institutions, groups, in order to take into account the characteristics of their contingent;
A set of methodological, psychological, pedagogical, organizational and managerial measures that provide training in homogeneous groups.
In the process of a differentiated approach, the teacher studies, analyzes, classifies the various personality traits and their manifestations in children, highlighting the most common, typical features characteristic of a certain group of pupils.
Novelty: In the conditions of a modern preschool educational institution, a “differentiated approach” is the creation of the most favorable conditions for the development of the personality of the pupil as an individual. It follows from this: differentiated learning is not a goal, but a means of developing individuality.
PURPOSE OF THE DIFFERENTIATED APPROACH coordination of the learning process and the individual psychological characteristics of the student, the creation of a favorable regime for the mental development of each child.
I. Unt in his research highlights the following differentiation goals:
–learning goal- promoting the implementation of educational programs by increasing the level of knowledge and skills of each child individually, reducing his backlog, deepening and expanding knowledge based on the interests and abilities of mental and psychological development;
– developmental goal- the formation and development of the logical thinking of preschoolers, the ability to work while relying on the zone of proximal development;
– educational goal- creation of prerequisites for the development of the interests and abilities of the child.
To implement a competent differentiated approach, the main provisions necessary for teaching preschoolers to develop speech are highlighted:
Knowledge of the age characteristics and capabilities of children;
Diagnosis and accounting of the level of speech development of each child;
Close connection with speech therapy technologies;
Balanced coverage of all aspects of the child's speech;
Conscious attitude of teachers and parents to the speech development of children;
Interaction between the kindergarten and the family on this issue.
The essence of a differentiated approach lies in the organization of the educational process, taking into account age-related characteristics, in creating optimal conditions for the effective activity of all children, in restructuring the content, methods, forms of education that take into account the individual characteristics of preschoolers as much as possible.
Under the conditions of a purposeful learning process, a differentiated approach to preschoolers is implemented in the classroom in a reasonable differentiation of tasks, setting feasible tasks for children. These are feasible tasks, exercises offered taking into account the level of knowledge, skills and abilities of preschoolers and involving a consistent complication of cognitive tasks.
One type of differentiation (separation) is individual learning. According to the characteristic individual psychological characteristics of children, which form the basis for the formation of homogeneous groups, differentiation is distinguished:
By the level of mental development (level of achievement);
By the nature of the switching of mental processes (flexibility and stereotyping of the mind, speed or lethargy of establishing relationships, the presence or absence of one's own attitude to the material being studied);
Age composition (different age groups);
By gender (male, female, mixed groups, teams);
Personal-psychological types (type of thinking, temperament);
The level of health (physical education groups, groups of impaired vision, hearing);
Areas of interest (musical, choreographic, language, mathematics, etc.);
According to the level of assimilation of the material at the moment;
By the level of efficiency and pace of work;
According to the peculiarities of perception, memory, thinking;
According to the emotional state at the moment;
At the momentary desire of the children;
According to the characteristics of the child's reaction to his defect.
By the level of independence and activity;
In relation to learning;
By the nature of cognitive interests;
According to the level of volitional development.
Related publications:
Plan-scheme of the organization of the educational process for the week "Day of National Unity" Plan-scheme of the organization of the educational process for the week Theme of the week: "National Unity Day" Purpose: Formation of primary values.
Consultation "Implementation of modern requirements for updating the content and organization of the educational process in preschool educational institutions" In modern preschool education, there were several comprehensive programs on the basis of which the educational process was carried out.
Family theater as a way of organizing the interaction of subjects of the educational process New documents in the field of preschool education orient the preschool teacher to reconsider not only the content of the educational process.
Modern approaches to the organization and planning of the educational process in the context of the implementation of the Federal State Educational Standard At present, the education system is being updated in our country. Preschool education at the present stage has to solve a difficult problem.
To achieve and implement the tasks of correctional work with children, the following pedagogical conditions are created:
assessment of the level of cognitive development (acquaintance with the outside world) of each child;
· the inclusion of the section "Cognitive development" - the section "Familiarization with the environment" in individual correctional and developmental training and education programs based on the results of a comprehensive survey;
selection of a subject-developing environment for familiarization with the outside world;
Conducting systematic correctional and developmental classes to get acquainted with the outside world;
Evaluation in the section "Introduction to the outside world" of the child is carried out by a defectologist teacher in order to determine the level of cognitive development. Pedagogical examination is carried out by educators and is part of a comprehensive survey aimed at identifying the level of formation of the main lines of development (social, physical, cognitive). The results of a comprehensive psychological and pedagogical examination are taken into account when developing an individual correctional and developmental program for the education and upbringing of a child.
Section “Cognitive development. Acquaintance with the world around” in individual correctional and developmental training and education programs includes a system of sequential tasks aimed at getting to know the world around a child with disabilities.
The main form of corrective influence in a group for children with complex developmental disorders is individual lessons and lessons in small groups (2 children each).
Individual lesson- one of the forms of organizing correctional assistance to a child, which allows you to build training taking into account his individual pace of mental development, specific educational needs and personal characteristics.
This form of corrective action involves the direct impact of a specialist defectologist with each child individually. The content of individual lessons is determined on the basis of the data of the primary diagnostic examination on the level of formation of social development.
During the correctional and pedagogical lesson, the child is offered 4-5 game tasks.
The structure of an individual lesson:
Stage 1 - establishing emotional contact between a specialist and a child.
Stage 2 - consolidation of the acquired skills and abilities on various didactic material;
Stage 3 - presentation of new tasks;
Stage 4 - activation of the child's own actions on new material;
Stage 5 - summing up the lesson.
When planning an individual lesson, the specialist takes into account that the child’s transition to a new level of cognition occurs gradually, and each new stage necessarily includes elements of familiar material, and new tasks are included in the lesson when they have been prepared by all previous training.
The criteria for the effectiveness of the conducted individual lessons are: the level of mastery of the tasks set by the child, increased independence, increased cognitive activity, working capacity, improved communication skills, the emergence of motives for interaction with the teacher. The effectiveness of classes is assessed only by comparing the achievements of the child not with an abstract standard, but with his own previous results.
Classes in small subgroups(2 children) are aimed at developing positive interaction with peers in children. At first, these activities bring together the same children, offering them outdoor or musical games to familiarize themselves with the world around them using various objects, toys and actions with them. Over time, the duration of the lesson increases due to a variety of games (didactic, plot). Gradually, different children are involved in a small group for interaction and productive activities.
The content of correctional and developmental education for children with disabilities is developed on the basis of age and activity approaches to the development of the child's personality, according to which the process of appropriation of experience by the child occurs during the internalization of external actions, i.e. when learning from external means of communication and joint activity (by the hands of the child) certain visual actions. The formation of the action is carried out in stages, at each stage a new reflection and reproduction of the action takes place at a qualitatively different level. The interest of the child in the end result determines the success of mastering practical actions, and in social terms - vital skills and abilities.
- Specialty HAC RF13.00.01
- Number of pages 155
CHAPTER I. Correctional and developmental function of the teacher as a psychological and pedagogical problem.
1.1. Social conditioning and prerequisites for the emergence of a contingent of children in need of additional educational services.
1.2. Features of teaching children with mental retardation and their projection on the activities of the teacher.
1.3. Correction-developing function of a teacher working in KRO classes in the structure of his professional competence.
Chapter conclusions.
CHAPTER II. Experimental work on the formation of the teacher's correctional and developmental function in pedagogical activity.
2.1. Diagnosis of the initial level of the teacher's correctional and developmental function in pedagogical activity.
2.2. Stages of development of the correctional-developing function of the teacher.
2.3. Conditions for the success of the formation of the correctional-developing function of the teacher.
Chapter conclusions.
Recommended list of dissertations
Teacher's professional and personal orientation as a factor in the success of correctional and developmental activities in the primary education system 2007, candidate of psychological sciences Reprintseva, Galina Anatolyevna
Improving the activities of a music teacher in the correctional and developmental education of younger students 2006, candidate of pedagogical sciences Tanko, Tatyana Semenovna
Preparation of students of a pedagogical university for correctional and developmental activities in the educational process 2001, candidate of pedagogical sciences Mikhailova, Elena Nikolaevna
Pedagogical foundations for training heads of educational institutions for the management of correctional and developmental activities: Based on the material of special (correctional) classes of type VII 2005, candidate of pedagogical sciences Brazhnik, Oksana Yurievna
Preparing future teachers for corrective work with students in a pedagogical college 2004, candidate of pedagogical sciences Glushko, Elena Georgievna
Introduction to the thesis (part of the abstract) on the topic "Correctional and developmental function of the teacher in the organization of the educational process: With children in need of additional educational services"
The relevance of research. Teachers, psychologists, physiologists, environmentalists predict in the near future an increase in the number of children with psychosomatic developmental disabilities, an increase in the number of students with deprivation and school maladaptation. This leads to the need to organize special work with children diagnosed with mental retardation (MPD) in secondary schools, in particular, in classes of correctional and developmental education (CRO). According to the Institute of Developmental Physiology of the Russian Academy of Education, almost 80% of children have deviations in their state of health and need special - correctional and developmental - forms and methods of education.
Psychological and pedagogical correction of developmental deficiencies in children is the subject of numerous studies (E.K. Gracheva, V.P. Kashchenko, G.I. Rossolimo, G.Ya. Troshin, A.F. Lazursky, A.V. Vladimirsky, N. V. Chekhov, JI.C. Vygotsky, JI.B. Zabramnaya, L.S. Slavina, T.A. Vlasova, N.S. Pevzner, B.P. Puzanova and others), which deeply analyze issues of differentiation of education and upbringing of students of correctional and developmental classes (G.F. Kumarina, S.G. Shevchenko, etc.). School maladjustment as a result of mental retardation necessitates not only diagnosing this phenomenon, but also looking for ways to prevent it (S.A. Belicheva, S.A. Badmaev, O.N. Usanova, L.V. Shibaeva, etc. ).
The structure and content of work with children who require special educational services have certain features due to the nature of the assimilation of educational material, which differs significantly from the cognitive capabilities of ordinary schoolchildren and leads to difficulties for teachers working in correctional and developmental education classes. Polls of teachers testify to dissatisfaction with their work due to ignorance of the psychological characteristics of children with learning and upbringing difficulties, lack of understanding of the reasons for poor progress and inappropriate behavior of students, lack of knowledge of special work methods.
An analysis of the socio-psychological and pedagogical literature, as well as the author's professional experience as the chief methodologist - head of the correctional pedagogy department of the Voronezh Regional Institute for Advanced Studies and Retraining of Education Workers, made it possible to identify a number of contradictions:
Between the socially determined demand for the correctional and developmental function in the structure of the pedagogical activity of a teacher of KRO classes and its unformedness in the process of teaching a teacher both at a university and in institutions of advanced training;
Between individual actions of a correctional and developmental nature intuitively manifested by the teacher and the lack of ideas about the essence, the formation of a correctional and developmental function in the organization of the educational process of children requiring additional educational services;
Between the need for an organization for children in need of additional educational services of a specific educational process and the lack of a system of corrective and developmental actions for teachers who carry it out.
The identified contradictions made it possible to formulate the research problem, to determine the essence of the correctional-developing function and the main conditions for teaching its formation and practical implementation in the educational process of students requiring additional educational services.
The state of development of the research problem.
Most of the works close in subject matter to our research analyze the structure and place of the educational process in the subject field of pedagogy (E.V. Bondarevskaya, N.V. Bordovskaya, S.V. Kulnevich, I.P. Podlasy, A. A. Rean, N.V. Solovieva, I.F. Kharlamov), analysis of professional competence as the implementation of the main professional and pedagogical functions (A.A. Derkach, N.V. Kuzmina, A.K. Markova, V.A. Slastenin), highlights the issues of social conditioning of the emergence of a contingent of children with problems in education and upbringing and their social adaptation in society (M.M. Aroshenko, A.S. Belkin, Ya.N. Glinsky, V.S. Ilderkina, V.P. Kerzhentsev , A.I. Kochetov), analysis of the problem of special training of teachers of general education schools for correctional and pedagogical activities (A.D. Goneev, I.A. Lifanova, N.V. Yalpaeva), the theory and methodology of special psychological assistance to children are being scientifically developed, those in need of additional educational services (B.N. Almazov, M.R. Ginzburg, N. AT. Zhutikova, N.A. Menchinskaya).
The object of the study is the correctional educational process in educational institutions.
The subject of the study is the influence of the teacher's correctional and developmental function on the organization of the educational process of children requiring additional educational services.
The purpose of the study is to determine the psychological and pedagogical conditions for the success of the formation of a correctional and developmental function and its impact on the educational process of children requiring additional educational services.
Research objectives:
To identify the most effective conditions for the organization of the correctional educational process based on the study of the characteristics of children with mental retardation (MPD) and the causes of their occurrence;
To determine the essence, structure and specificity of the manifestation of the correctional and developmental function of the teacher as a backbone in the organization of the educational process of children with mental retardation;
Diagnose the initial level of formation of the correctional and developmental function of teachers and its increase in the process of specialization at the Institute for Advanced Studies;
Develop a program of special teacher training that involves the formation of a correctional and developmental function and its implementation in the educational process with children requiring additional educational services;
Based on the identified conditions for the effective organization of the correctional educational process, develop methodological recommendations for teachers working with children who require additional educational services.
Research hypothesis: the correctional and developmental function of the teacher will be carried out and effectively influence the educational process if:
The teacher in the adaptive period of activity in the KRO classes and further forms the motivation and the gradual development of the correctional and developmental function in the structure of his professional competence;
The administration of the educational institution has created special organizational conditions;
The teacher is trained at the Institute for Advanced Studies according to a specially developed program;
Achievements in the formation of the correctional-developing function are supported by the success of the student's educational activity, based on a combination of correction and development.
The theoretical and methodological basis of the study are:
Fundamental research of the educational process in the works of P.F. Kaptereva, V.P. Bespalko, S.I. Gessen, G.L. Ilyin, F. Paulsen, N.V. Solovieva, A.N. Shimina, I.S. Yakimanskaya;
The concept of teacher's professional competence (Yu.N. Kulyutkin, A.K. Markova, E.I. Rogov);
Conceptual provisions that determine the professional profile of a teacher (E.M. Pavlyutenkov, A.K. Markova, V.A. Slastenin, L.F. Spirin).
Conceptual provisions JI.C. Vygotsky, V.P. Kashchenko, A.D. Goneeva, N.I. Lifintseva, N.V. Yalpayeva, S.G. Shevchenko and others about the specifics of activities with children requiring additional pedagogical services;
The theory of gradual formation of mental actions P.Ya. Galperin and N.F. Talyzina.
Research methods:
1. Theoretical: analysis of psychological and pedagogical literature, comparison, classification, generalization of pedagogical experience, study of pedagogical documentation, etc.
2. Empirical: observation, including included, surveys (oral and written), questioning, conversation, testing, expert assessment, ascertaining and forming experiment, analysis of schoolchildren's educational tasks.
3. Methods of quantitative and qualitative analysis of the obtained data, mathematical methods.
The reliability of the results of the study is ensured by the validity and scientific significance of the initial methodological positions, their argumentation and evidence, a wide range of psychological, pedagogical, socio-psychological and correctional sources included in the analysis, the use of complementary research methods that are adequate to its subject and tasks, the representativeness of the experimental samples.
The novelty of the obtained results.
1) the essence of the correctional-developing function was formulated for the first time;
2) theoretically substantiated the estimated indicators of the learning ability of teachers of the correctional and developmental function as possession of skills:
Predict, design and diagnose the development of the child's personality and the results of his education and upbringing;
To identify the level of learning and upbringing;
Determine the causes and conditions of deviations in development and behavior;
Determine by external manifestations and actions of changes in the mental state of the child;
It is pedagogically expedient to use corrective methods of education and upbringing in accordance with the level of development of students.
3) three groups of conditions for the formation of a correctional and developmental function were identified:
Mandatory special training for teachers at the Institute for Advanced Studies under a program that includes the content of knowledge in the field of correctional pedagogy, psychology and psychophysiology of children with developmental disabilities and methods of working with them.
The theoretical significance of the results of the study lies in the possibility of their scientific application in the applied developments of professional and pedagogical activities.
The practical significance of the study lies in:
Scientific substantiation of the conditions for the formation and increase in the level of the correctional and developmental function of teachers working both in the classes of correctional and developmental education and in ordinary classes;
Development of a teacher training program for the formation of actions and practical experience in using the correctional and developmental function, as well as its development in professional and pedagogical activities;
Creation on the basis of the developed theory of the special course "Correction
H developmental education and upbringing, modified for teachers of various specialties;
Development of evidence-based methodological recommendations for the work of a teacher with children in need of additional educational services.
Approbation of the research results: the idea, theoretical foundations and main provisions of the research, its results were discussed at meetings of the Department of Pedagogy of the Voronezh State University, the Department of Social Pedagogy of the VGPU, at lectures and practical classes with students of VOIPKRO courses. The main provisions of the dissertation were discussed at scientific and practical conferences: annual scientific and practical conferences of the Department of Social Pedagogy of the VSPU following the results of the research work of teachers and students (Voronezh, 1998, 1999, 2000); regional scientific-practical conference "Concepts and technologies of developmental education" (Voronezh, 1999); interregional medical and pedagogical conference "The Mission of the Church at the Turn of the Millennium" (Zadonsk, 1999); "Psychological and pedagogical problems of correctional and developmental education and ways to solve them" (Voronezh, 2000); International scientific-practical conference "Education of the XX century: trends and prospects" (Voronezh, 2000).
The implementation of the results of the study was carried out in the Voronezh Regional Institute for Advanced Studies and Retraining of Educational Workers in 1999-2001; in the Talovskaya boarding school for orphans and children left without parental care; in the Education Center No. 1, secondary schools No. 57, No. 94 in Voronezh, as evidenced by the acts of implementation. The results of the study are presented in 6 publications of the author.
The following provisions are put forward for defense:
1. The work of a teacher in a modern school, especially in the classes of correctional and developmental education, requires an additional component of general professional competence - correctional and developmental activities, the features of which include considering it as:
Meta-activities (activities for the organization of educational activities of students);
Transformative activity aimed at changing the essence and content of the correctional educational process.
2. Effective conditions for the organization of the educational process based on the peculiarities of teaching children in the classes of correctional and developmental education are:
3. The correctional and developmental function of a teacher is a set and sequence of his skills and actions aimed at overcoming (weakening) the shortcomings in the development of children through special and general pedagogical measures and implemented with an integrated approach, including as dominant skills:
To identify the level of education and upbringing;
Determine the causes and conditions of deviations in development and behavior;
Determine the change in the mental state of the child by external manifestations and actions;
Predict and project the development of the child's personality and the results of his education and upbringing;
Use and pedagogically expedient to apply the methods of teaching and education in accordance with the level of development of students.
4. The conditions that determine the success of the formation of a correctional and developmental function are:
The setting of the teacher to improve their professional skills, determined by the specifics of the activity;
Orientation of the management of the educational process to achieve correctional goals;
Reinforcement with achievements of the educational activity of schoolchildren, based on a combination of correction and development.
Research base:
General education schools with KRO classes (secondary general education schools No. 57, No. 94, Education Center No. 1, gymnasium No. 3);
Boarding school No. 2 in Voronezh, Talovskaya boarding school of the Voronezh region; Bobrovskoe special (correctional) educational institution of VII and VIII types;
Voronezh Regional Institute for Advanced Studies and Retraining of Educational Workers.
The study was conducted from 1997 to 2001. in three stages:
Stage I (1997-1998) - theoretical study of the problem field of correctional pedagogy, identification of contradictions and research topics. Statement of the state of the problem under study in theory and practice. Concretization of research objectives, promotion and refinement of the hypothesis.
Stage II (1998-1999) - development of an experimental methodology, conducting ascertaining and teaching experiments on the formation and development of the teacher's correctional and developmental function.
Stage III (1999-2001) - analysis of the results of experimental work, development of recommendations, testing of the results of the study, clarification of the conditions for the teacher's activity in similar institutions (boarding schools, special correctional educational institutions of VII and VIII types).
Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code
Correctional and developmental teaching of the Russian language to junior schoolchildren with mental retardation 2003, candidate of pedagogical sciences Kuznetsova, Irina Georgievna
Preparing future primary school teachers for the use of fairy tales in correctional and developmental activities with students 2007, Candidate of Pedagogical Sciences Pateeva, Olga Vitalievna
Development of the readiness of the future primary school teacher to solve acmeological problems 2000, candidate of psychological sciences Bodrova, Irina Borisovna
Correctional and developmental teaching of geography at school 2005, doctor of pedagogical sciences Suslov, Valery Gennadievich
Correctional and pedagogical work with younger schoolchildren with mental retardation of cerebral-organic genesis in a secondary school 2005, candidate of pedagogical sciences Vilshanskaya, Adela Damirovna
Dissertation conclusion on the topic "General pedagogy, history of pedagogy and education", Nikolkin, Evgeny Vasilyevich
Chapter Conclusions
The success of the correctional and educational process is determined by the level of development of the correctional and developmental function of the teacher, which is understood as a set of skills and a sequence of actions aimed at overcoming (weakening) the shortcomings in the development of children through special and general pedagogical measures and implemented with an integrated approach.
The conditions that determine the success of the formation of a correctional and developmental function are:
Setting the teacher to improve their professional skills, initiated by the specifics of the activity;
The earliest inclusion of the teacher in the process of special training and advanced training (universities do not provide this training to the teacher);
Training of teachers at the Institute for Advanced Studies according to a specially designed program, including the content of knowledge in the field of pedagogy, psychology and psychophysiology of children with developmental disabilities and methods of working with them;
Orientation of the management of the educational process to achieve correctional goals;
Reinforcement with achievements of educational activities based on the content of correction and development.
The formation of a correctional-developing function is subject to the law of transformation and goes through a number of stages: awareness, installation, tentatively basic, application of individual actions, variable actions and generalization, final diagnosis and implementation.
Observation at school of the educational process and its results was carried out according to the following parameters: the level of education, the level of upbringing, the level of intellectual development and the state of health. The results were recorded in the corresponding cards.
The developed diagnostic complex helps to conduct longitudinal observations, identify trends, their causes and find ways to solve the identified problems, making changes to all components of the system: goals, content, forms, methods, conditions and measurements.
Evidence of the effectiveness of the school's work is presented only on the example of one of the experimental sites (school No. 57). Similar positive results were obtained in gymnasium No. 3, in the Education Center No. 1 in Voronezh. These schools have accumulated a large amount of experimental material confirming the effectiveness of the correctional and developmental education system at school.
CONCLUSION
The study confirmed the originally put forward hypothesis and gave grounds to formulate the following conclusions in conclusion:
1. A socio-pedagogical analysis of the development of the problem of correctional and developmental education in the psychological and pedagogical literature and the practical work of teachers has proved the need for an additional component of general professional competence - correctional and developmental activities.
2. The success of the correctional and educational process is determined by the level of development of the correctional and developmental function, which is understood as a set of skills and a sequence of actions aimed at overcoming (weakening) shortcomings in the development of children through special and general pedagogical measures and implemented with an integrated approach.
3. The conditions that determine the success of the formation of a correctional and developmental function are:
The setting of the teacher to improve their professional skills, determined by the specifics of the activity;
The earliest possible inclusion in the process of special training and advanced training (universities do not provide this training to the teacher);
Training of teachers at the Institute for Advanced Studies according to a specially designed program, including the content of knowledge in the field of pedagogy, psychology and psychophysiology of children with developmental disabilities and methods of working with them;
Orientation of the management of the educational process to achieve correctional goals;
Reinforcement with achievements of the educational activity of the student, based on a combination of correction and development.
4. The formation of a correctional-developing function goes through a number of reasonable stages: awareness, installation, indicative basis of actions, application of individual actions, variable actions and generalization, final diagnosis and implementation.
5. There are external and internal conditions that affect the level of development of the correctional-developing function. External conditions include:
Qualitative level of development of educational institutions;
The level of scientific and methodological work;
Availability of a range of services provided to the teacher and student: medical, psychological, social services;
The level of involvement of the administration of the educational institution in correctional and pedagogical activities;
Construction of educational work in the "zone of proximal development of schoolchildren" and the inclusion in the learning process of various forms of frontal and differentiated assistance to students;
Evaluation of the results of educational activities of schoolchildren according to the criterion of relative success.
Internal conditions include:
Setting the teacher to improve their professional skills;
Constant striving for self-education and self-improvement;
Satisfaction with correctional and pedagogical activities;
The teacher's ability to corrective-developing work and to master the corrective-developing function.
6. A special role in the formation of the correctional-developing function is played by advanced training institutions operating in the continuous process of postgraduate education. Our studies have proven the effectiveness of the additional educational program of the VOIPKRO for the gradual formation of the correctional and developmental function of the teacher and its dominance in a number of conditions for the successful organization of the educational process in the KRO classes.
List of references for dissertation research Candidate of Pedagogical Sciences Nikolkin, Evgeny Vasilievich, 2002
1. Almazov B.N. Psychological environmental maladaptation of minors. - Sverdlovsk, 1986. - 182 p.
2. Amosov N.M. Health and happiness of the child. Moscow: Knowledge, 1979. - 96 p.
3. Amosov N.M. A book of happiness and misfortune: a diary with memories and digressions. M .: Young Guard, 1990. - 239 p.
4. Anastasi A. Psychological testing / Ed. K.M. Gurevich, V.I. Lubovsky / Per. from English. In 2 volumes - M .: Pedagogy, 1982. - T. 2. 336 p.
5. Anikeeva N.P. Psychological climate in the team. M.: Enlightenment, 1989. - 223 p.
6. Anisimova I.V. Features of the mental development of children in boarding schools // Social problems of orphanhood. M.: Pedagogy, 1992. -174 p.
7. Anthology of pedagogical thought in Russia in the second half of the 19th and early 20th centuries. - M.: Pedagogy, 1990. - 603 p.
8. Aroshenko M.M., Ilderkina B.C. Sources of modern orphanhood according to the results of a survey // Social problems of orphanhood. M.: Pedagogy, 1992.-204 p.8 a. Babansky Yu.K. Optimization of the learning process. M.: Pedagogy, 1977. -254 p.
9. Bagrintseva E.A. The role of socio-psychological characteristics in shaping the health of adolescents in a boarding school. // Healthcare of the Russian Federation. -1994.-№5.-S. 12-15.
10. Y. Bayard R.T., Bayard D. Your Restless Teen: A Practical Guide for Desperate Parents: Per. from English. M.: Enlightenment, 1991. -223 p.
11. P. Belkin A.S. Deviations in the behavior of schoolchildren. Sverdlovsk, 1973. --■ 101 p.
12. Belkin L.S. Mistakes can be prevented. Sverdlovsk, 1974. - 123 p.
13. Z. Belova I.K., Bylich R.V., Volkova I.N., Kuznetsova I.A., Maksimova G.N., Shevchenko S.G. Getting ready for school: Software and methodological equipment for correctional and developmental education and training of preschoolers with mental retardation. -M.: Nika-Press, 1998. 192 p.
14. Blaga, Karel, Shebek, Michael. I am your student, you are my teacher: A book for teachers: Per. from Czech D.M. Proshunina. - M.: Enlightenment, 1991. - 140 p.
15. Blonsky P.P. Difficult students. M.: Education, 1930. - 129 p.
16. Bogoyavlenskaya D.B. Paths to creativity. M.: Enlightenment, 1981. - 201 p.
17. Bordovskaya N.V., Rean A.A. Pedagogy: Textbook for universities. SPb., 2001. -299 p.
18. Buyanov M.I. A child from a dysfunctional family: Notes of a child psychiatrist: A book for teachers and parents. M.: Enlightenment, 1986. - 142 p.
19. Byutner K. Living with aggressive children: Per. with him. M.: Pedagogy, 1991. - 144 p.
20. Verzhbitskaya M.A. Vocation. M.: Enlightenment, 1989. - 133 p.
21. Vershlovsky S.G. Teacher about himself and profession: To help the lecturer. D.: Knowledge, 1988.-32 p.
22. Vestnik VOIPKRO / Responsible. ed. Yu.A. Savinkov. Issue. 3. - Voronezh: Publishing House of VOIPKRO, 1999.- 156 p.
23. Vlasova T.A. Pevzner M.S. About children with developmental disabilities. 2nd ed., rev. and additional M.: Enlightenment, 1973. - 175 p.
24. Age features of the mental development of children // Ed. I.V. Dubrovina, M.I. Lisina. M.: Enlightenment, 1982. - 234 p.
25. Volodin I.N. Let's alleviate the orphan's share // Social protection. 1993. - No. 6.-p. 24-27
26. Issues of studying children with behavioral disorders // Ed. Nevsky N.A. etc. M.: Enlightenment, 1978. - 139 p.
27. Vulfov B.Z., Ivanov V.D. Fundamentals of Pedagogy: Textbook. M.: URAO, 2000.-614 p.
28. Vygotsky L.S. Sobr. op. M., 1961. - T.Z. - 315 p.
29. Ginzburg M.R. Way to yourself (Know yourself: Psychology for schoolchildren). - M.: Pedagogy, 1991. - 159 p.
30. Glinsky Ya.N. Deviant behavior in St. Petersburg. // World of Russia. -1995.-№2.-p. 11-19.
31. Golubev G.G. Secrets of education. Grozny: Chechen-Ingush book publishing house, 1973. - 171 p.
32. Goneev A.D., Lifintseva N.A., Yalpaeva N.V. Fundamentals of Correctional Pedagogy: A Textbook for Students of Higher Pedagogical Educational Institutions / Ed. Slastenina V.A. M.: Academia, 1999. - 280 p.
33. Goncharov I.F., Goncharova T.I. When the teacher is the ruler of the soul. - M.: Enlightenment, 1991. - 194 p.
34. Grekhnev B.C. Culture of pedagogical communication: A book for teachers. M.: Enlightenment, 1990. - 142 p.
35. Grombakh S.M. School and student mental health. M.: Enlightenment, 1988.-204 p.
36. Defectology: Dictionary-reference book / Ed. Puzanova B.P. M.: New School, 1996.-78 p.
37. Dubrovina I.V., Minkova I.A., Bardyshevskaya M.K. Essays. On the development of children left without parental care. Issue. 4. - M.: SIMS LLP, 1995.-64 p.
38. Zhavoronkov A.V. Shifts in mass consciousness // Results of scientific reports on research projects. M.: ISRAI, 1995. - 89 p.
39. Instructive-methodical collection of correctional and developmental education. Voronezh: Publishing House of VOIPKRO, 1999. - 16 p.
40. Kapterev P.F. Selected pedagogical works // Ed. A.M. Arsenyeva. M.: Pedagogy, 1982. - 704 p.
41. Kapustin M.P. Pedagogical technologies of the adaptive school: Textbooks for students of higher pedagogical educational institutions. M.: Asa-demia, 1999. -216 p.
42. Kashchenko V.P. Pedagogical correction: Correction of character flaws in children and adolescents: A book for the teacher. M.: Enlightenment, 1992. -220 p.
43. Kerzhentsev B.C. Problems of social adaptation of orphans. According to the social research // Theory and practice of social work: Actual problems of social orphanhood. Perm, 1995. - 211 p.
44. Klimov E.A. Psychological and pedagogical problems of professional consultation. M.: Enlightenment, 1986. - 134 p.
45. Kovalev V.V. Childhood Psychiatry: A Guide for Physicians. M.: Medicine, 1979. - 607 p.
46. Compensatory education in Russia: Collection of valid regulatory documents and teaching materials / Ed. E.S. Protas. -M.: LLC "Publishing house AST-LTD", 1997. 160 p.
47. Compensatory education: experience, problems, prospects: Proceedings of the All-Russian scientific and practical conference. M.: RIPKRO, 1995. - 250p.
48. Kondrashin V.I., Markovskaya I.F., Tsypina N.A. Regional model of diagnostic and correctional service. M.: Complex Center, 1991. - 198 p.
49. The concept of correctional and developmental education in a general education school // Defectology. 1995. - No. 1. - p. 3-14.
50. Correctional and developmental education in the conditions of standardization of education: Materials of the Novosibirsk IPKRO (from work experience). Novosibirsk, 1997.-213 p.
51. Kochetov A.I. Re-education of a teenager. M.: Pedagogy, 1972. - 120 p.
52. Krachkovsky A.P. About teenagers. M.: Pedagogy, 1970. - 204 p.
53. Kuzmina N.V. Methods of research of pedagogical activity. D.: Publishing House of the Leningrad University, 1970. - 114 p.
54. Kuzmina N.V. Essays on the psychology of teacher's work. The psychological structure of the teacher's activity and the formation of his personality. L .: Publishing House of the Leningrad University, 1967. - 183 p.
55. Kuzmina N.V. Abilities, giftedness, teacher's talent: To help the lecturer.-L., 1985.-32 p.
56. Kulyutkina Yu.N., Sukhobskaya G.S. The mind of a teacher. M.: Pedagogy, 1990. - 105 p.
57. Kukharev N.V. On the way to professional excellence: A book for teachers. M.: Enlightenment, 1990. - 159 p.
58. Langmeyer I., Mateychek 3. Mental deprivation in childhood: Per. from Czech. Prague, 1984. - 201 p.
59. Latyshina D.I. History of Pedagogy: Textbook. M.: Ed. Forum group - Infra-M. - 584 p.
60. Lebedinskaya K.S., Raiskaya M.M., Gribanova G.V. Adolescents with disorders in the affective sphere. Clinical and psychological characteristics of "difficult" adolescents / Nauch.-issled. Institute of Defectology of the Academy of Pedagogical Sciences of the USSR - M .: Pedagogy, 1988. 168 e .: ill.
61. Levin B.M., Levin M.B. Drug addiction and drug addicts: A book for teachers. M.: Enlightenment, 1991. - 160 p.
62. Lipko A.E. Psychopathies and character accentuations in adolescents. M.: Medicine, 1983.-213 p.
63. Personal factor in the process of education // Pedagogy. 1986. - No. 10. - S. 24-27.
64. Lorenz K. Aggression: the so-called "evil": Per. with him Shveinika G.F. M.: Ed. group "Progress", "Univers", 1994. - 272 p.
65. Mamonova-Toma S., Pir'ov G.D., Penushmiva V.D. Psychological rehabilitation for behavioral disorders in childhood. Sofia, 1981. -181s.
66. Markova A.K. Motivation for learning and its upbringing among schoolchildren: A.K. Markova, A.B. Orlov, L.M. Friedman. M.: Pedagogy, 1983. - 65 p.
67. Markova A.K. Psychology of professionalism. M.: International Humanitarian Fund "Knowledge", 1996. - 308 p.
68. Markova A.K. Psychology of teacher's work: A book for teachers. M.: Enlightenment, 1993.- 190 p.
69. Markova A.K., Lidere A.G., Yakovleva E.L. Diagnosis and correction of mental development at school and preschool age. Petrozavodsk, 1992. -180 p.
70. Markova A.K., Matis T.A. Formation of learning motivation: A book for teachers / A.K. Markova, T.A. Matis, A.B. Orlov. M.: Enlightenment, 1990. -191s.
71. Menchinskaya N.A. Problems of teaching and mental development of the student: Selected psychologist, works. M.: Pedagogy, 1989. - 218 p.
72. Murachkovsky N.I. How to prevent school failure / N.I. Murachkovsky. Minsk: “Nar. asveta”, 1977. - 80 p.
73. Mukhina B.C. Developmental psychology: phenomenology of development, childhood, adolescence: A textbook for university students. M.: Academy, 1999.-456 p.
74. Nazarova N.M. Special Pedagogy: Textbook. M.: , 2000.
75. Natanzon E.M. Psychological analysis of the student's actions: A book for the teacher. M.: Enlightenment, 1991. - 124 p.
76. Natanzon E.M. Difficult student and teaching staff. M.: Enlightenment, 1984. - 96 p.
77. Neymarn M.S. Some problems of the student's personality. M.: Knowledge, 1975.- 161 p.
78. New course of Russia: background and guidelines // Bulletin of Moscow State University. 1995. - No. 5.-S. 4-11.
79. Petrova V.G., Belyakova I.V. Who are children with developmental disabilities? -M.: Moscow Psychological and Social Institute, Flinta Publishing House, 1996.- 127 p.
80. Pikin S.M. Experience in introducing pedagogical innovations in institutions for orphans // Social problems of orphanhood. M.: Pedagogy, 1992. -104 p.
81. Advanced training of teaching staff: The content of the work of advanced training courses for secondary school teachers: Collection of scientific papers // Ed. A.V. Darinsky. L .: NII OOV, 1976. - 193 p.
82. Podlasy I.P. Pedagogy. In 2 books. Book. 1 - M.: VLADOS, 1999. - 576 p.
83. Podlasy I.P. Pedagogy. In 2 books. Book. 2 - M.: VLADOS, 1999. - 256 p.
84. Pozdnova G.A. Individual study of the personality of a teenager. Rostov-on-Don, 1976. - 113 p.
85. Transverse L.N. General and special in the formation of the mechanism of social adaptation of orphans.//Social problems of orphanhood. M.: Pedagogy, 1992.- 134 p.
86. Order No. 103 of the USSR Council of Ministers of July 3, 1981 // Bulletin of normative acts of the USSR Ministry of Education. 1982. - No. 3. - S. 11-13.
88. Parishioners A.M., Tolstykh N.N. Children without a family: Orphanage: cares and anxieties of society. M .: Pedagogy, 1990. - 160 e., illustrations.
89. Problems of diagnosing the mental development of students // Ed. Z.I. Kalmykova. M.: Pedagogy. 1975. - 207 p.
90. Psychology of individual differences: Reader / Ed. Yu. Gip-pernreiter, V. Romanov. M.: Che Ro, 2000. - 776 p.
91. Psychology of pedagogical communication: Methodological developments for teachers. Saratov: SGPI, 1980. - 138 p.
92. Punsky V.O. ABC of educational work: From work experience. M.: Enlightenment, 1998.-236 p.
93. Punsky V.O. Development and socialization of the child in various cultural and educational environments / Ed. N.F. Maslova. Eagle, 1994. - 186 p.
94. Ways to improve the professional qualifications of a secondary school teacher: Guidelines / Comp. Yu.N. Kulyutkin et al. -JL: APS USSR, Research Institute of General Education for Adults, 1980. 194 p.
95. Working book of the school psychologist I.M. Dubrovina, M.K. Akimova, E.M. Borisov and others/ Edited by Dubrovina I.V. M.: Enlightenment, 1991.-303 p.
96. The development of creative activity of educators in the process of business games in advanced training courses: Collection of scientific papers // Otv. ed. N.N. Lobanova and others. M., APN USSR, 1989. - 168 p.
97. Rogov E.I. The teacher's personality: theory and practice: Textbook for universities. Rostov-on-Don: Phoenix, 1996. - 512 p.
98. Rogov E.I. Handbook of a practical psychologist: Textbook: In 2 books. 3rd ed. - Prince. 1st: The work of a psychologist with adults. Corrective techniques and exercises. - M.: Vlados, 2000. - 384 e., illustrations.
99. Rogov E.I. Handbook of a practical psychologist: Textbook: In 2 books. 3rd ed. - Prince. 2nd: The work of a psychologist with adults. Corrective techniques and exercises. - M.: Vlados, 2000. - 480 e., illustrations.
100. Rogov E.I. Teacher as an Object of Pedagogical Research: A Handbook for School Psychologists on Working with Teachers and Teachers. M.: Vlados, 1998.-496 p.
101. Romanova E.S. Potemkina O.F. Graphic methods in psychological diagnostics. M .: Didakt, 1991. - 255 e., illustrations.
102. Rottenberg B.C., Bondarenko S.M. Brain. Education. Health: A book for teachers. M.: Enlightenment, 1989. - 238 p.
103. Samoilova L.N. State children // New World. 1993. - No. 10. - S. 14-21.
104. Satir V. How to build yourself and your family: Per. from English. M .: Pedagogy, 1992. - 192 e., illustrations.
105. Safonova T.Ya. et al. Health of residents of boarding schools as a medical and social problem // Semeyny det.-dom.: Probl. theory and practice. M .: Pedagogy, 1992. - Issue. 2. - 121 p.
106. Semenyuk JI.M. Reader on developmental psychology: Textbook for students / Ed. DI. Feldstein. M.: Intern. teacher, academy, 1994.-254 p.
107. Serebryannikov V., Khlopyev A. Social security in Russia. M.: Enlightenment, 1996. - 156 p.
108. Serikov V.V. Education and personality. M.: Logos, 1999. - 272 p.
109. Simonov V.P. Diagnostics of the personality and professional skills of the teacher. -M.: International Pedagogical Academy, 1995. 189s.
110. Slavina L.S. Children with affective behavior. M.: Enlightenment, 1966. - 150 p.
111. Slavina L.S. Individual approach to underachieving and undisciplined students. Moscow: Enlightenment, 1958. - 150 p.
112. Slastenin V.A., Podymova L.S. Pedagogy: Innovative activity. M.: Master, 1997. - 308 p.
113. Smirnov V.I. General pedagogy. M .: Pedagogical Society "Russia", 1999.-416 p.
114. Improvement of professional knowledge and skills in the process of improving his qualifications: Collection of scientific papers // Otv. ed. T.G. Wow, A.E. Maroon. M.: APN, 1982. - 211 p.
115. Improvement of the content and methods of training and retraining of teachers and organizers of public education: Collection of scientific and methodological works / Ed. ed. I.F. Komogortseva and others. Tver: TGU, 1990. -218s.
116. Improvement of the content and organization of forms of advanced training of teachers-educators: Collection of scientific papers / Ed. ed. P.G. Pshebilsky and others. M.: APN USSR, 1982. - 238 p.
117. Solovieva N.V. The place of the educational process in the subject field of pedagogy. Vestnik VGU. 2001. - No. 1. - S. 56-61.
118. Solovieva N.V. Professional development of a specialist with higher education in a changing socio-cultural environment: Abstract of the thesis. diss. Dr. ped. Sciences. Kazan, 1997. - 36 p.
119. Social problems of orphanhood. Sat. articles / Rep. ed. I.F. Dementieva. M.: Institute of Sociology of the RAI, 1992. - 320 p.
120. Sociological problems of a healthy lifestyle. M.: Publishing House of Moscow State University, 1996. - 168 p.
121. Spirin L.F. General pedagogical professiogram. M.: Rospedagenst-vo, 1997.-32 p.
122. Stepanov V.G. Psychology of difficult students: Textbook for teachers and parents. 2nd ed, stereotype. - M.: Academy, 1998. - 320 p.
123. Sukhomlinsky V.A. Joy of knowledge in works and experience // Pedagogy. -1985. No. 11. - S. 14-18.
124. Sukhomlinsky V.A. One hundred tips for the teacher. Izhevsk: Udmurtia, 1981, -296 p.
125. Ushinsky K.D. Fav. ped. works Foreword by prof., dr. ped. Sciences V.Ya. Struminsky, p. 5-32. M.: Enlightenment, 1968. - 557 p.
126. Feldstein D.I. Psychology of education of a teenager. M.: Knowledge, 1978. -47 p.
127. Feldstein D.I. Difficult teenager. Dushanbe, 1972. - 68 p.
128. Fomin S.V. Orphans-offenders: social problems. protection // Social problems of orphanhood. M.: Pedagogy, 1992. - 201 p.
129. Furmanov I.A. Children's aggressiveness: Psychodiagnostics and correction. - Minsk: Ilyin V.P., 1996. 187 p.
130. Khudominsky P.V. Development of the system of advanced training of teaching staff of the Soviet general education school (1917-1981). -M.: Pedagogy, 1986. 134 p.
131. Chestnykh Yu.N. Open person. M.: Enlightenment, 1991. - 208 p.
132. Chistyakova M.I. Psychogymnastics / Ed. M.I. Buyanov. M .: Education, 1990. - 126 e., illustrations.
133. Shakurov R.Kh. Socio-pedagogical foundations of management: leader and teaching staff. M.: Enlightenment. 1990. - 206 p.
134. Shakurov R.Kh. Creative growth of the teacher. Moscow: Knowledge, 1985. - 138 p.
135. Shapovalova O.E. Modeling of problematic situations in the process of educating students // Defectology. 1995. - No. 2. - S. 31-36.
136. Shatsky S.T. Pedagogical essays / Ed. I.A. Kairov (and others). - In 4 vols. T. 2. - M.: Enlightenment, 1964. - 476 p.
137. Shevchenko S. G. Information and methodological letter on the organization and content of correctional and developmental education in general education institutions // Primary school. 1997. - No. 10. - S. 7-13.
138. Shevchenko S.G. Correction-developing training. Organizational and pedagogical aspects: A guide for the teacher. M.: Vlados, 1999. - 136 p.
139. Shcherbo I.I. School correctional and developmental service. M.: New school, 1997. - 136 p.
140. Ekman P. Why do children lie? M.: Pedagogy, 1993. - 141 p.
141. Emotional disorders in childhood and their correction / Ed. Lebedinsky V.V., Nikolskaya O.S., Baenskoy E.R., Liebling M.M. M.: Publishing House of Moscow State University, 1990. - 196 p.
142. Yurkevich B.C. About an individual approach in the education of volitional habits. M.: Knowledge, 1986. - 78 p.
143. Yakimanskaya I.S. Development of spatial thinking of schoolchildren. -M.: Pedagogy, 1980. 240 e., illustrations.
144. Yakovlev A.M. Crime and social psychology. M.: Enlightenment, 1971.-211 p.
145. Yamburg S.A. School for everyone. M.: New school, 1998. - 227 p.
Please note that the scientific texts presented above are posted for review and obtained through original dissertation text recognition (OCR). In this connection, they may contain errors associated with the imperfection of recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.
Children with mental retardation attend mainly preschool educational institutions of a compensating and combined type, as well as short-stay groups for children with developmental disabilities (as E.A. Ekzhanova notes). The direction to a special preschool institution or group is carried out on the basis of the decision of the permanent psychological-medical-pedagogical commission (PMPC). Medical indications for the admission of a child are the types of mental retardation, reflected in the classification of K.S. Lebedinskaya: constitutional, somatogenic, psychogenic and cerebro-organic genesis.
The following groups are open to help:
- * junior (from 2.5 to 3.5 years); * middle (from 3.5 to 5 years);
- * senior (for children aged 5-6 years).
At the end of a special preschool institution or group, the child is transferred (depending on diagnostic indicators):
- * to a school (or) class for children with mental retardation;
- * secondary school
- * a special school of the appropriate type.
In a specialized preschool institution, the following tasks are solved:
- * diagnostic; * educational;
- * Correction-developing;
- * wellness;
- * educational.
The main activities of children in a specialized preschool institution are:
- * general and communicative interaction;
- * physical education;
- * development of fine manual motor skills and visual-spatial coordination;
- * sensory development;
- * musical education;
- * subject activity and game;
- * cognitive development;
- * social education;
- * development of productive activity;
- * preparation for schooling.
Types of group and subgroup classes that the educator conducts: health lessons; modeling; application; Painting; construction; manual labor; physical and labor education; game training; social development; acquaintance with the surrounding world.
Types of subgroup and individual classes conducted by a defectologist: social and cognitive development; acquaintance with the surrounding world; game training; mathematics; development of speech and fine manual motor skills; preparation for literacy. Coordination and development work is carried out with the participation of the child's family.
Pupils with mental retardation can study: in special educational institutions (schools of type VII), a network of which was organized in our country in the early 80s; in correctional classes at general education schools (on the basis of the order of the Ministry of Education of Russia "On the Enactment of Regulatory Documents Regulating the Activities of Special Educational Schools for Children with Disabilities", 1981).
Features of education in the correctional class: adapted programs and curricula (in accordance with a special educational standard); the study of special subjects (speech development, familiarization with the outside world, rhythm, etc.); individual-group correctional work (speech therapy classes, filling gaps in knowledge, propaedeutics (preliminary knowledge) of new educational material; optional courses (artistic and aesthetic, musical, labor, sports, etc.).
The educational process in the class of correctional and developmental education is carried out (as E.A. Medvedeva notes) on the basis of: taking into account the actual capabilities of the child; protection and strengthening of his health; creation of a benevolent educational environment; interactions with parents. According to the data provided by N.M. Nazarov, about half of the children with mental retardation after primary school are able to study further in regular classes, other children with persistent forms of mental retardation - only in a correctional class. Many students with mental retardation (after 9 years of study) continue their education (evening schools, vocational schools, technical schools) or get a job.
In our country, there is a system of comprehensive care for children with mental retardation, which, according to E.A. Medvedeva, includes: various models of special educational institutions (preschool educational institutions (groups) of a compensatory type, special schools and boarding schools for children with mental retardation, classes of correctional and developmental education at a general school; early identification of children with mental retardation, satisfaction of their special educational needs, ensuring the continuity of forms and methods of correctional work in the system of preschool and school education; improving the system of medical, pedagogical and psychological diagnostics (to determine the features of the organization of the correctional educational process, preserving and strengthening the health of children); normative and educational and methodological support for practice, education of children with mental retardation; determination of the tasks and content of professional orientation of vocational training and social and labor adaptation of graduates; creation and application of criteria and methods for assessing the effectiveness of correctional and developmental education educational process; development of models of family counseling services; training of relevant teaching staff. The system of comprehensive care for children with mental retardation reflects the concept of correctional and developmental education in a general education school, the authors are V.I. Lubovsky, N.A. Nikashina, T.V. Egorova, S.G. Shevchenko, G.D. Triger, G.I. Kapustina et al., Institute of Correctional Pedagogy of the Russian Academy of Education, 1993.
The correctional and pedagogical process is a system of pedagogical measures aimed at overcoming or weakening the shortcomings of the psychophysical development of children with OPFR. The system is considered as a set of interrelated components, which acquires new properties due to its internal and external connections.
The learning process in a special educational institution is characterized by purposefulness, inconsistency, two-sidedness, systematicity, correctional orientation, complexity and other features. Achieving efficiency in correctional and developmental work is possible through the interaction of all participants in the pedagogical process and, in particular, teachers, speech therapists, psychologists, and school doctors. The activities of a teacher, speech therapist and psychologist have much in common and are aimed at solving educational, educational and correctional tasks.
The uniformity of the approaches of a speech therapist and teacher to speech work with students, continuity in the requirements for students, as well as in the content and methods of correctional, educational and educational work, the complexity and variety of means for developing speech and eliminating its shortcomings, the use of the leading type - educational activity - is the key to success in speech therapy. Conventionally, this process of interaction can be defined as follows: on the one hand, this is the optimal "speech therapy" of educational and extracurricular activities, on the other hand, the saturation of speech therapy classes with general developmental material, their "psychologization". This can be achieved if the teacher, speech therapist and psychologist are ready to implement various aspects of continuity in pedagogical work.
The main ideas that determine the content of the interaction between a teacher, a psychologist and a speech therapist, the complexity of correctional and developmental work with students, work to overcome or prevent school maladjustment in schoolchildren with impaired oral and written speech, are the following:
1. the unity of correctional, educational and educational tasks. The principle of corrective orientation of general education lessons and extracurricular activities.
2. The developing nature of the work and the formation of the qualities of the child's personality. The principle of maximum identification and use of the reserves of mental development of schoolchildren.
3. Education in children of interest in activities, cognitive activity and independence. Reliance on the experience of children.
4. Achieving success in every lesson as the most important means of stimulating the cognitive activity of children.
In accordance with the modern concept of correctional and developmental education, in the structure of the correctional and pedagogical process the following blocks are included:
§ diagnostic and advisory;
§ correctional and developing;
§ physical culture and health improvement;
§ educational and upbringing;
§ socio-pedagogical.
Each of the blocks has its own goals, objectives and content, which are implemented based on the main lines of the child's development.
Organization of a holistic upbringing and educational process in a school for children with SPD
School curriculum. Curricula, textbooks for students with SPD.
Linear method - separate parts of the educational material are presented sequentially and continuously as links of a single holistic topic, which together reveal a section, and all sections - a training course.
Concentric method - the same question is considered several times, when repeated, the content is expanded, enriched with new information and assimilated at a higher level.
Spiral - repeated return to the study of the same topics and the addition of new ones, i.e. a problem is posed, to the solution of which the student and the teacher constantly return, expanding and enriching the circle of knowledge related to it and methods of activity from different spheres of human activity.
Modular method - the entire content of each educational topic as an integral unit of the content of education is redistributed into the following blocks: orientational, methodological (or ideological), content-descriptive, operational-activity, control and verification.
Academic plan is a certificate of an educational institution that determines:
· The duration of the academic year, the duration of quarters and holidays;
· A complete list of subjects studied;
Distribution of subjects by year of study;
· The number of hours in the subject for the entire time of study and for studying the subject in each class;
The number of hours per week to study a particular subject.
The number of hours to study the subject depends on its general educational and developmental value, the time required for the formation of ZUN, which students must master in the process of studying the course. The curriculum is developed taking into account the laws of the educational process, sanitary and hygienic and organizational requirements, established traditions, and the current concept of content formation.
Currently in special general education boarding schools offer basic curricula that allow you to work 5-6 days a week and use an individual curriculum in the school (class), taking into account specific conditions. This document is normative and should provide for the study of subjects basic level, correctional and school components. The creation of such a plan begins with the definition of the language of instruction (Russian or Bel.). The hours of the school component are intended for conducting stimulating and supportive classes (1 hour / week), lessons on interests and electives, the work of sports sections and socially useful work, sections for teaching a related profession. Taking into account the conditions of the school, the length of the school week for grades 1-5 and 6-10 is established.
The specific features of the curriculum of a special school in comparison with the mass one consist in the presence of a correctional block of subjects along with general education and school.
Training program- a state document approved by the Ministry of Education, which establishes the content and volume of ZUN in individual subjects and determines the sequence of their study by year. Programs are compiled on the basis of educational standards for each of the subjects studied at school separately. They concentrate the content of educational subjects in the form of a list of basic issues, united in certain systems by topics and sections of the program.
The structure of the program consists of the main (educational) and operational or practical. The educational component can have an expanding or narrowing component, a problematic, situational and corrective components, and a self-control block. The program has an explanatory note, brief guidelines for the main sections of the course and the distribution of material by quarters. Programs can be multi-level and individual, designed for students with different learning abilities.
Textbooks and manuals for special schools are designed as a tool for the learning process and have certain qualities and characteristics designed to help students with SLD more fully absorb the content of education.
General Tutorial Features:
§ educational, implemented through the assimilation by students of factual information and knowledge about the methodological principles that are used in educational and cognitive activities;
§ educational, which consists in the formation of a worldview and positive qualities of a person;
§ correctional-developing, expressing in the stimulation of the development of cognitive activity.
Textbooks created for special schools should contain:
Propaedeutic or additional sections, fragments of content designed to fill gaps in knowledge about the world around us in accordance with the nature of developmental disabilities and disabilities;
Means of updating knowledge and personal experience;
Means of activation of cognitive activity and motivation of learning;
Means aimed at the development of speech and thinking of the child in accordance with the characteristics of developmental deficiencies;
Means for correction and activation of sensorimotor development;
Tasks, exercises for the development of skills of subject-practical activity;
Exercises aimed at the formation and development of compensatory mechanisms based on the capabilities of a given subject and taking into account the uniqueness of certain developmental deviations.
In addition, the development of such textbooks takes into account:
features of perception, attention, speech, thinking, memory of children of the category for which the textbook is intended;
the possibility of a differentiated and individual approach when using this publication;
certain requirements for the design of speech and visual material in accordance with the speech and intellectual characteristics of students.
