Exercises with children 8 types. Corrective games and exercises for children with special educational needs

correctional8th type schools

in the subject "Speech Development"(with answer options)

Target work - to find out the level of students’ mastery of basic knowledge and skills in speech development during the course primary school.

Underline the names of the spring months.

January, March, August, May, February, September, April, December.

Place the names of the spring months in order.

April (2)

3. Think about how the words in the first pair are connected and fill in the appropriate word in place of the gap.

Monday is a working day, and Sunday is __________________ (closed)

Monday is the first day of the week, and Sunday is ______________ (last)

January is the first month of the year, March - __________________________ (third)

February is a winter month, and August is ___________________________ (summer)

January begins the year, and ____________________________ ends (December)

4. Continue the sentence: “Pets are animals that...”

They live in nature and take care of themselves;

They live near a person and the person takes care of them.

5. Underline the names of wild animals.

Bear, cow, horse, elk, pig, sheep, squirrel, fox, hare, rabbit.

6. Write a common name for each group of words.

Raspberries, strawberries, blueberries - _______________________. (berries)

Boots, boots, shoes - __________________________. (shoes)

Bee, butterfly, dragonfly - _________________________. (insects)

Armchair, wardrobe, sofa - ____________________________. (furniture)

Raspberries, strawberries, currants - ____________________. (berry)

Carrots, cabbage, cucumber - ________________________. (vegetables)

7. Match the words in the first column with words from the second column that are suitable in meaning. Connect the words with an arrow.

birch berry

raspberry tree

goat insect

wolf pet

butterfly wild animal

8. Underline the namesearly flowering plants.

Lungwort, coltsfoot, chamomile, rose, bell, snowdrop.

9. Continue the sentence: “Wintering birds are called birds that...”

They move for the winter closer to human habitation;

In the fall they fly to warmer climes and return in the spring;

They winter in our area.

10. Underline the names of migratory birds.

Crow, sparrow, swallow, starling, dove, cuckoo, nightingale, woodpecker, rook.

Test for 4th grade special education studentscorrectional8th type schools

in the subject "Fine Arts"(with answer options)

Target work - to find out the level of students’ mastery of basic knowledge and skills in fine arts for a primary school course.

Read the task, choose the correct answer and underline it.

1. A person who creates works of art -

a) teacher

b)artist

c) seller

2. Insert words that make sense.

A pencil is an object that __________________(draw). An artist is a person who _____________________(paints pictures).

Underline the extra word: paper, pencil, paints,sculpture.

4. Image made by hand using graphic tools -

a) drawing

b) applique

c) painting

5. Identify three primary colors -

a) green, white, red

b) green, blue, red

c) green, white, blue

6. What color will you get if you mix yellow and blue?

a) green

b) brown

c) purple

7. Define landscape -

a) depiction of nature in various states;

b) an image of a tree on the horizon line;

c) drawing of a house.

8. Decoration, pattern and combination of geometric, plant and animal elements that repeat rhythmically are:

b) picture

c) ornament

9. An imaginary line that separates heaven from earth -

a) horizon

c) border

10. Draw what’s missing.

Test for 4th grade special education studentscorrectional8th type schools

in the subject "Labor training"(with answer options)

Target work - to find out the level of students’ mastery of basic knowledge and skills in labor training for a primary school course.

Read the task, choose the correct answer and underline it.

1. To work means:

a) to work, to do something, to create something;

b) play;

c) work and play.

2. Complete the statements about materials and tools.

What products are made from is... (material).

What they work with is... (tools).

3. Emphasize what applies to natural materials.

Leaves, acorns, cardboard, flowers, paper, seeds, bark, fabric.

4. Select materials from which products can be made:

b) plasticine;

c) paper;

d) scissors;

5. Find out and write down the names of materials according to their properties:

a) smooth, thin, crumpled, folded, torn, multi-colored - this is... (paper).

b) dense, does not bend well, does not wrinkle, does not stretch, serves as a background for appliqué - this is... (cardboard).

c) multi-colored, softens when heated, plastic - this is... (plasticine).

6. Underline the names of the instruments.

Scissors, plasticine, chalk, hammer, paper, fabric, needle, thread, shovel, glue, clay.

7. Choose tools when working with paper.

a) scissors;

c) ruler;

d) pencil

8. What is the name for cutting and gluing parts onto a base?

a) application;

b) origami;

c) embroidery.

9. Indicate in numbers the order in which the application will be completed:

mark out the details;

10. Think about how the words in the first pair are connected and fill in the appropriate word in place of the gap.

A thread is threaded into a needle, and a nail is __________________________ (hammered) into the wall.

They chop with an ax, and __________________________________________ (saw) with a saw.

The dress is sewn, and the scarf _________________________________________________ (knitted).

Tests are a system of special exercises and tasks organized in such a way as to check what exactly the student has learned from the school curriculum and how deeply, where there are gaps in knowledge. It is important to select exercises and tasks in such a way that they are accessible to students and take into account their level of knowledge. It is necessary to use tasks of varying degrees of difficulty, starting with easier ones, gradually moving to complicating the material. At the same time, the most difficult exercises do not have to be offered to all students, but only to those who are able to do them. Test tasks are aimed at determining the level of mastery of key concepts, topics and sections curriculum. The tests are based on a specially prepared and tested set of tasks that allow an objective assessment of the qualities being studied.

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STATE SPECIAL (CORRECTIONAL) EDUCATION

INSTITUTION OF KHANTY - MANSI AUTONOMOUS DISTRICT - YUGRA FOR STUDENTS AND PUPILS WITH LIMITED HEALTH CAPABILITIES

"MEGION SPECIAL (CORRECTION) GENERAL EDUCATION

SCHOOL OF VIII TYPE"

_____________________________________________________________________________________________

for special education students

(correctional) school of VIII type.

Compiled by: Guzaliya Narimanovna Kasimova

MEGION

Math tests for students

Type VIII special (correctional) school.

Explanatory note

Successful assimilation educational material students with intellectual disabilities, the pace of mastering it, the strength and meaningfulness of knowledge, the level general development child depends on many factors. The solution to this problem is associated with the consistent implementation of a differentiated and individual approach to students.In this case, it is necessary to take into account the shortcomings of each student and maximize his potential. Only in this case is it possible to effectively master concepts and develop cognitive activity schoolchildren.

It is the use of tests in the learning process that allows us to approach each student individually. Tests are a system of special exercises and tasks organized in such a way as to check what exactly the student has learned from the school curriculum and how deeply, where there are gaps in knowledge. It is important to select exercises and tasks in such a way that they are accessible to students and take into account their level of knowledge. It is necessary to use tasks of varying degrees of difficulty, starting with easier ones, gradually moving to complicating the material. At the same time, the most difficult exercises do not have to be offered to all students, but only to those who are able to do them.

The test tasks are aimed at determining the level of mastery of key concepts, topics and sections of the curriculum. The tests are based on a specially prepared and tested set of tasks that allow an objective assessment of the qualities being studied.

Introduction to the practice of teaching children with intellectual disabilities test tasks In addition to the desire to assess the level of knowledge and skills of students, it also pursues the goal of introducing students to the tests themselves. Practice has shown that students quickly understand the essence of test tasks and complete them with pleasure.

The tests are compiled on topics where it is possible to complete tasks without resorting to complex written calculations. Tests help to check the level of mastery of a topic by students in the entire class in a short time. These tests are closed type tests. Among them are tasks of alternative answers, where you need to answer “yes” or “no”, “right” or “wrong”. Most tests are multiple choice items. Multiple choice items involve variability in choices. The subject must choose one of the proposed options, which he considers correct.

Before testing begins, it is necessary to provide instructions, explain that in the “answers” ​​column there are also incorrect options, the student must highlight the answer that he considers correct. The erroneous options are plausible, taken from work experience. In some tests (very rarely) two correct answers are possible; in these cases, students should be warned about this.

These tasks can be given differentiatedly, i.e. “weak” students are given certain task numbers, “average” students are given an order of magnitude more, and “strong” students are given all the tasks on the card. As practice shows, many students try to complete all tasks, regardless of the level of knowledge and skills, strive to keep up with the class, they develop excitement and interest in the topic being studied.

Tests can be used in mathematics lessons both to consolidate the material covered, for self-control of knowledge, and as additional tasks for individual students. Tests allow you to quickly test students' knowledge on the topic being studied.

All actions are within 100.

No.	Exercise	Answer
	If 10 is doubled, it will be
	If you subtract 4 from 14, you get
	If you subtract 0 from 42, you get
	If you add 3 to 13, you get
	If you add 0 to 25, it will be
	If 37 is reduced by 7, it will be
	If 15 is reduced by 3 times, it will be
	If 14 is halved, it will be
	If 15 is increased by 2, it will be
	If 6 is increased by 3, it will be
	If 5 is doubled, it will be
	If 7 is increased by 3 times, it will be
	If 9 is increased by 2, it will be

All actions are within 100.

No.	TASKS	ANSWER OPTIONS
1	Enter the required number: 18 + 12 18 + 9 + …
	Guess the number: 9 = 17 - …
	14 = 12 - 8 + …
	Indicate the correct equalities: A) 3 + 14: (9 - 2) = 10 B) 18: 2 + 24: 8 = 14 B) (16 - 7) × (11 - 8) = 27	A, B A B IN A, B B, C
	Arrange the expressions in decreasing order of their values: A) 23 - 5 B) 30: 2 B) 17 + 4 D) 14 × 3	B, B, D, A G, B, A, C B, D, A, V
	What numbers can replace - Δ A) 12 > 1Δ B) 2Δ< 21	(1,2) (0,1,2) (0,1) (0,1,2) (1,2) (0) (0,1)

1. Choose expressions with the same

1) Deductible

2) Reducible

A) 37 - 21 B) 25 - 21 D) 18 - 13

B) 21 - 13 D) 37 - 18 E) 24 - 21

1. How much more is 71 than 12?

A) At 63 B) At 59 C) At 83 D) Another answer. Which?

1. Indicate incorrect entries

A) 7 2 B) 5 6 C) 1 4 D) 3 9

3 8 1 7 8 2 6

4 4 3 9 9 4 5 5

Answer:______________

1. The addition of identical terms is called…..

A) Multiplication B) Division C) Another answer. Which?

1. From the rearrangement of factors the product…….

A) Increases B) Does not change C) Decreases D) Another answer. Which?

1. Division is the reverse action......

A) Addition B) Subtraction C) Multiplication

1. You can’t divide by…..!

A) 10 B) 1 C) 0 D) Another answer. Which?

1. If you divide the dividend by the quotient, you get

A) Product B) Subtrahend C) Divisor D) Another answer. Which?

1. How many times is 63 greater than 7?

A) 70 times B) 9 times C) 56 times D) Another answer. Which?

Tests with multiple choice of all correct answers.

1. What numbers have 3 units?

A) 300; b) 23; at 3; d) 503; e) 12

2. How much should you reduce 1m to get 10 cm?

A) by 9cm; b) by 9 dm; c) 90 cm; d) at 9m

3. The product of what numbers equals 24?

A) 6 and 4; b) 2 and 8; c) 4 and 6; d) 3 and 8; e) 20 and 4

Compliance tests.

Connect with lines the rectangles in which the expressions are written with the rectangles in which their values ​​are written.

Numbering within 1000

No.	Exercise	Answer
	How many tens are in the number 28	0 2
	How many tens are in the number 37	3 7
	How many hundreds are there in the number 376?	3 7
	How many hundreds are there in the number 237?	2 3
	What number comes after 279	270 280
	What number comes after 369	360 370
	286 represented as a sum of bit terms	20+80+6 200+8+6 200+80+6
	300 + 70 + 3 =	370 373
	600 + 3 =	63 603
	900 + 10 =	901 910
	What number is missing: 369,…, 371	368 370
	Before the number 440 there is a number	430 431

Numbering within 1000

No.	Exercise	Answer
	3 hundreds 1 ten 8 units is	318 381
	5 hundred 7 units is	57 507
	1 hundred 6 tens is	16 106
	9 hundreds 3 units is	93 903
	3 hundreds 9 units is	39 309
	1 hundred 1 ten 0 units is	11 101
	683 is	6 tens 8 units 3 hundreds 6 hundreds 8 tens 3 ones 8 hundreds 6 tens 3 units
	208 is	2 hundreds 8 tens 0 units 2 hundreds 0 tens 8 units 2 hundreds 0 tens 0 units
	524 is	5 hundreds 2 ones 4 tens 5 hundreds 2 tens 4 units 2 hundreds 5 tens 4 units

Numbering within 1000

No.	Exercise	Answer
What number is missing?
	20, 40, 60, 80, 100, 120, … , 160, 180	130 140
	13, 15, 17, 19, … , 23, 25, 27	20 21
	18, 20, 22, … , 26, 28, 30	23 24
	30, 35, 40, 45, … , 55, 60	50 51
	80, 90, 100, … , 120, 140	110 111
	23, 26, 29, … , 35, 38, 41	30 31
	80, 120, 160, … , 240, 280	170 180
	120, 150, 180, … , 240, 270	200 210
	250, 300, 350, … , 450, 500	360 380
	45, 90, 135, … , 225, 270	160 170

Numbering of numbers.

No.	Exercise	Answer
	345 =	300 + 40 + 5 3 000 + 40 + 5
	1406 =	1 000 + 400 + 6 10 000 + 400 + 6
	42 450 =	40 000 + 2 000 + 400 + 50 400 000 + 2 000 + 40 + 5
	300 527 =	3 units thousand 5 hundreds 2 tens 7 ones
		3 hundred thousand 5 hundred 2 tens 7 ones
		6 748 6 750 6 751
	What number comes after 6,749	40 799 40 801 40 898
	42 450 - how many thousand units are there in this number?	0 2
	11,406 - how many hundreds of thousands are there in this number?	0 1
	253 136 - how many tens of thousands are there in this number?	2 3
	123,325 - how many hundreds of thousands are there in this number?	1 2

11.Choose the correct answer.

a) The difference between 1,000 and 1 is:

990 900 999 1 999

b) In the number 5078 there is a digit in the tens place:

8 0 7 5

c) Fifty-four thousand sixty point five is:

54 600,5 54 065 54 060,5 54 605

d) Two hundred thirty point two is:

2 030,2 230,2 2302 23,2

No.	Exercise	Answer
	5 thousand is	500 5 000 50 000
	50 thousand is	500 5 000 50 000
	328 thousand is	3 280 32 800 328 000
	75 thousand is	7 500 75 000 750 000
	25 thousand 38 units is	2 538 25 380 25 038
	300 thousand 20 units is	30 020 300 020 300 200
	100 thousand 3 units is	100 003 100 030 100 300
	200 thousand 300 units is	200 030 200 300 2 003 000
	13 thousand 80 units is	13 080 130 080 130 800
	320 thousand 50 units is	320 005 320 050 320 500
	300 thousand 200 units is	300 020 300 200 302 000

Numbering of numbers within 1,000,000.

No.	Exercise	Answer
	800 000 + 60 =	8 060 80 060 800 060
	900 000 + 4 000 + 5 =	90 405 900 405 904 005
	80 000 + 5 000 + 30 =	85 003 85 030 805 030
	6 000 + 20 =	6 020 60 020 600 020
	70 000 + 300 + 5 =	70 305 700 305 703 005
	800 000 + 2 000 =	80 200 800 200 802 000
	30 000 + 70 + 1 =	3 071 30 071 300 071
	80 000 + 10 =	8 010 80 010 800 010
	9 000 + 9 =	9 009 90 009 900 009
	100 000 + 1 000 =	100 100 101 000 100 010
	10 000 + 1 000 =	10 100 11 000 110 000

Rounding numbers to the specified digit.

No.	Exercise	Answer
	Round to the nearest ten 23,628	23 600 23 620 23 630
	Round to tens 64,343	64 340 64 350 64 400
	Round to the nearest hundred 25,680	2 570 25 600 25 700
	Round to the nearest hundred 32,230	3 220 32 200 32 300
	Round to the nearest hundred 15 140	1 510 15 100 15 200
	Round to the nearest thousand 38 120	38 000 38 100 39 000
	Round to the nearest thousand 67,882	6 780 67 000 68 000
	Round to tens of thousands 32,920	30 000 32 000 33 000
	Round to tens of thousands 119,835	11 000 110 000 120 000
	Round to the nearest hundred thousand 255 123	30 000 200 000 300 000
	Round to the nearest hundred thousand 123,648	10 000 100 000 200 000

Measures of length, mass.

No.	Exercise	Answer
	1 ton	10 kg 100 kg 1000 kg
	1 ton	10 c 100 c 1000 c
	1 quintal	10 kg 100 kg 1000 kg
	1 kg	10 g 100 g 1000 g
	1 meter	10 cm 100 cm 1000 cm
	1 kilometer	10 m 100 m 1000 m
	1 meter	10 dm 100 dm 1000 dm
	1 decimeter	10 cm 100 cm 1000 cm
	1 centimeter	10 mm 100 mm 1000 mm
	1 meter	10 mm 100 mm 1000 mm

Measures of length, mass, value

No.	Exercise	Answer
	1 rub =	10 kopecks 100 kopecks 1000 kopecks
	1 m =	10 cm 100 cm 1000 cm
	1 km =	10 m 100 m 1000 m
	1 cm =	5 mm 10 mm 100 mm
	1 dm =	10 cm 100 cm 1000 cm
	1 c =	10 kg 100 kg 1000 kg
	1 kg =	10 g 100 g 1000 g
	1 t =	10 c 100 c 1000 c
	1 m =	10 mm 100 mm 1000 mm

Adding and subtracting round tens and hundreds

No.	Exercise	Answer
	20 + 70 =
	400 + 300 =
	80 - 30 =
	600 - 200 =
5	450 - 40 =	400	410	430
6	760 - 60 =	700	710	750
7	230 + 40 =	270	280	300
8	70 + 320 =	380	390	400
9	270 - 50 =	210	220	230
10	430 - 400 =	30	40	100
11	120 + 130 =	230	240	250
12	340 + 500 =	800	810	840
13	170 + 600 =	670	700	770
14	540 - 400 =	40	100	140
15	280 - 140 =	100	140	180

Arithmetic operations

1. Find a correctly solved example.

a) 519 804 519 804 519 804 519 804

420 296 420 296 420 296 420 296

941 000 940 100 940 010 930 100

b) 10 102 10 102 10 102 10 102

6 103 6 103 6 103 6 103

4 899 4 909 4 999 3 899

2. Find an example with correctly restored numbers.

* 382 7 382 7 382 7 382 7 382

4 *45 4 845 4 945 4 945 4 845

2 4*7 2 437 2 447 2 437 2 437

3. Without doing any calculations, choose the correct answer for example 95,455.75: 23.

41 502,5 415025 4150,25 415,025

Check your selection.

4.What is the last action in the example 8,000 - 1,725 ​​+ 11,088: 132 × 50

DIVISION SUBTRACT MULTIPLICATION ADDITION

_____________________________________________________________________________

5. Find the correct equalities:

12+12+12+12+12+12=12x6

17x3=17+17+17+7

24x5=24+24+24+24+24

2x20=20+20

__________________________________________________________________________________

6. In each expression, if possible, place parentheses so that the specified order of actions is performed:

1 2 3 3 1 2

18954 - 129 x 75 - 1318954 - 129 x 75 - 13

2 3 1 2 1 3

18954 - 129 x 75 - 13 18954 - 129 x 75 - 13

7. Uncle Fyodor left Prostokvashino at a speed of 10 km/h on a tractor to meet his aunt at railway station. At the same time, his aunt walked to Prostokvashino at a speed of 4 km/h. The distance between Prostokvashino and the station is 28 km.

1. How many km/h are Uncle Fyodor and his aunt getting closer to each other (this value is called the speed of approach)?
2. In how many hours will Uncle Fyodor and his aunt meet if they are moving along the same road? Would Auntie have had to walk if Uncle Fyodor had left 1 hour earlier?

If a snowball rolls 4 km in 30 minutes, then its speed is equal to:

1. 4 km/h
2. 2 km/h
3. 8 km/h
4. there is no right answer

8. If the speed of the car is 60 m/min, then in one hour it will cover:

1. 3600 m
2. 1m
3. 360 m
4. there is no right answer

9. Restore the expression whose value is calculated as follows:

1. 250 x 10 = 2500
2. 2500 - 236 = 2264
3. 2264: 8 = 283
4. 283 + 1379 = 1662

Properties of 0 and 1 in multiplication and division

No.	Exercise	Answer
1	0 × 3 =	0	3	30
2	7 × 0 =	0	7	70
3	7 + 0 =	0	7	70
4	0 × 49 =	0	40	49
5	0 × 145 =	0	140	145
6	9 × 1 =	9	10	11
7	9 + 1 =	9	10	11
8	1 × 0 =	0	1	10
9	6:1 =	0	6	60
10	18: 1 =	10	18	19
11	0 × 27 =	0	27	270
12	28 × 1 =	1	28	281
13	6 - 1 =	5	6	7
14	0: 9 =	0	9	90

36

3

5 × 8 =

35

40

45

4

3 × 7 =

21

24

28

5

9 × 4 =

36

38

40

6

9 × 5 =

35

40

45

7

3 × 9 =

21

27

32

8

4 × 7 =

24

28

32

9

2 × 6 =

12

14

18

10

7 × 3 =

21

24

28

11

8 × 4 =

32

34

38

12

6 × 9 =

54

56

58

13

9 × 8 =

56

100

4

7 × 100 =

0

70

700

5

100 × 6 =

0

60

600

6

10 × 100 =

10

100

1000

7

30: 10 =

0

3

30

8

420: 10 =

20

42

400

No.	Exercise	Answer
1	Fraction	Correct Incorrect
2	Fraction	Correct Incorrect
3	Fraction	Correct Incorrect
4	Fraction	More than 1 Less than 1 Equal to 1
5	Fraction	More than 1 Less than 1 Equal to 1
6	Fraction	More than 1 Less than 1 Equal to 1

Which is correct?

A) The denominator of a fraction shows how many equal parts the whole is divided into.

B) The denominator of a fraction shows how many equal parts of the whole were taken.

Which is correct?

A) The numerator of a fraction shows how many equal parts the whole is divided into.

B) The numerator of a fraction shows how many equal parts of the whole were taken.

The numerator is written down...

A) Below the fraction line

B) Above the fraction line

B) From left to right

3

Fraction

Correct

Incorrect

4

Fraction

Correct

Incorrect

5

Fraction

More than 1

Less than 1

Equal to 1

6

Fraction

More than 1

Less than 1

Equal to 1

7

Fraction

More than 1

Less than 1

Equal to 1

8

What numerator must be written in order for the fraction to be correct?

3

9

10

9

What denominator must be written in order for the fraction to be correct?

4

5

8

10

What numerator must be written in order for the fraction to be improper?

2

3

6

11

What denominator must be written in order for the fraction to be improper?

3

6

9

12. For each example, choose the correct answer (circle it):

3+2 1.) 2; 3; 5.

3+ 2.) ; ; 3.

15 cm

20 cm

3

The radius of the circle is 4 cm, then the diameter is

2 cm

6 cm

8 cm

4

Is it possible to place a circle D = 10 cm inside a circle, R = 4 cm?

Yes

No

5

The radius of the circle is 3 cm. Can there be a chord 8 cm long in a circle?

Yes

No

6

The diameter of the circle is 10 cm. Is it possible to draw a chord 12 cm long in a circle?

Yes

No

7

The radius of the first circle is 3 cm, the diameter of the second circle is 8 cm. Which circle is larger?

First

Second

Lines.

Add:

- A line bounded on both sides is called……………………………….

Measure………………….(possible or not)

- A line that has no beginning and end is called ………………………….

-A line that has a limit on one side is called…………………..

Measure…………………..(possible or not)

Find the corresponding names of lines and lines in the figure and label:

ray, segment, straight

0

24: 4

7 + 31

99

0: 1

6

100 - 1

38

▫ Lyudmila Nikolaevna, if you can, pass it on to me too. Thank you in advance. Svetlana Nikolaevna, come see Natalya Terentyevna Morozova. She has ten options.
▫ Why is it “The tops have lost their shores, but the bottoms still hope to get out on their own”? What is the reason? ... I'm racking my brains in ignorance...
▫ Inna Viktorovna, but for a reasonable bribe (a donation, one must assume... It’s not taxable?) - you can even hang out on a yacht (we’re talking about the well-known “Pallada”). Even with the kids (parishioners, one should assume). And the proceeds will certainly go towards bread. To a distant and poor diocese. It should be assumed... `... hand-to-hand combat section...` - and then in the park: - I am for the faith, ....! ...
▫ Belgorod region, today plus 7...
▫ This option is good if you have accumulated money. Which is not enough - I went and bought it. What’s difficult is that I didn’t do it, but just went and bought it. If he did, then it will be as a voluntary addition. Under such conditions, of course, you can live in the village. A hectare of land can be empty and overgrown with weeds, and the place can be used simply for “picking dandelions.” Patching the roof of a house is not a problem. He paid the repairman and will patch it up. Prepare firewood - asked local residents and they will prepare it. Etc. They will agree for money. And at this time the owner himself can simply watch TV and buy ready-made items in the store. Money is not a problem to live in the village. With the exception of remote villages, where the neighboring peasant has no use for money and the shops are empty. But if you take a hectare without savings or with insufficient savings, then there is a good chance that the owner of this hectare will get tired of it and run back to the city. Because you have to do everything yourself and cultivate a whole hectare. And also pay taxes. And if you hire assistants, then the money will quickly disappear. And if part of the land is left empty, then you will have to make ends meet without watching TV, but working hard by hand. In addition, the grown crop does not guarantee that it will be bought. Therefore, you will have to use it yourself: make various preparations in large quantities. And this is a troublesome task: it takes more than three jars of cucumbers to roll up. And the situation will turn out that the owner of the hectare is all in work, without money, without normal things and feeds only on the harvest he himself has grown. And he doesn’t have to dream about rivers of milk under such conditions. Yes, he will most likely abandon this hectare or sell it to rich entrepreneurs who will use this plot as an area for their own enrichment at the expense of cheap labor. And at the same time, there is no guarantee that there will be no hostile competition and displacement of normal neighboring owners from their hectare due to the fact that cunning entrepreneurs liked the site. Therefore, this version of the family nest looks like a utopia. Another thing is a dacha of 6 acres for city residents. Although there is almost no income, it is easier to process. It's like your own mini-square for nature lovers.

This test work is intended for 8th grade students at a correctional school for children with mild mental retardation. The test is carried out after studying all the program works of N. A. Nekrasov in the 8th grade during a general lesson. The purpose of the work is to test the knowledge of the poet’s studied works, orientation in his work, and improve attention and memory.

Target audience: for 8th grade

This work is intended for students with severe mental retardation and includes tasks to test the mastery of the letters learned and the level of development of reading skills at the end of the school year.

Target audience: for 3rd grade

Development of cognitive activity of students with disabilities health in a special (correctional) school depends on many factors, including how visual and convenient the educational material is for their perception. The use of test control in lessons and activities not only organizes the assessment of students’ knowledge and skills, but also contributes to the development of their information competence and correction of the cognitive sphere.

This test consists of two options, each with 10 questions with a choice of 1 correct answer. Conducted on natural history in 5th grade (Textbook “Natural History”: 5th grade textbook for special (corrective) educational institutions 8 types\T.M. Lifanova.-M.: “Enlightenment” 2014) in the sections “Introduction” and “Universe”. Correct answer keys are included. The test covers questions related to living and inanimate nature, natural phenomena, celestial bodies, etc. This material can be used in lessons on the surrounding world in elementary school.

Independent work- one of the most important means of developing students’ thinking and speech, mastering educational material, consolidating and testing knowledge, creating the basis for the development of interest. Independent work develops children's creative abilities, cultivates will, attention, accuracy, and instills a taste for independent discoveries. The purpose of this development: to test the knowledge of 7th grade students at a correctional school on the topic “Noun”.

Target audience: for 7th grade

Small rhyming riddles about needlework for students develop interest in the subject of needlework. They are introduced to the tools and materials used in knitting. They give an idea of ​​what can be crocheted and knitted. In addition, they develop speech, memory, attention, thinking, and imagination. Riddles can be used as educational and developmental material, and as material for testing students' knowledge.

Target audience: for 6th grade

Mastering program material depends on the correct choice of teaching methods. At the same time, every teacher must remember about the age characteristics of children, about those developmental deviations that are characteristic of the mentally retarded. As a rule, mentally retarded children are inert and unemotional. Therefore, such methodological techniques are needed that could attract the attention and interest of every child. Mentally retarded children are passive and do not show a desire to actively interact with objects and toys. Adults need to constantly create in children a positive emotional attitude towards the proposed activity. Didactic games serve this purpose.

Target audience: for 2nd grade

The test is designed to identify the level of knowledge of 5th grade students. Topics of assignments: parts of speech; word composition; spelling of the unstressed vowel being tested at the root of the word; spelling of the separating solid sign after prefixes; spelling prefixes and prepositions; spelling a soft sign after sibilants at the end of a word; spelling of voiced and voiceless consonants; grammatical categories of a noun; main and minor members of sentences; homogeneous members of the sentence. The test contains an answer key and a rating scale. The test can be used as a training or final type of work.

Target audience: for 5th grade

Sections: Corrective pedagogy

Children with developmental problems have insufficient, and sometimes not at all, higher mental functions, such as perception, memory, thinking, speech, and imagination. One of the ways to increase activity and awaken interest in children with disabilities in an academic subject is a didactic game.

The collection contains specially selected correctional activities and didactic games that help develop mental processes. Their use is aimed at compensating for damaged parts of the brain and promoting the formation of new functional systems necessary for learning at school.

The collection of exercises is compiled by quarters, indicating the number of hours in each quarter. (34 hours per year, 2 lessons per week)

These exercises help organize and direct the child’s activities in terms of the formation of mental activity. The corrective exercises that the author uses in his lessons are presented.

A collection of exercises for correcting the development of cognitive abilities of children studying in grades 1-2 of special education, type 8

Children with developmental problems have insufficiently developed higher mental functions, such as perception, memory, thinking, speech, and imagination. The basic curriculum provides for hours of remedial classes in grades 8. The idea of ​​creating a collection of exercises arose.

The collection contains specially selected correctional classes and didactic exercises that help develop mental processes. Their use is aimed at the development of the affected parts of the brain and contributes to the formation of new functional systems necessary for learning at school.

Basic directions of correctional work of the collection:

1. Improving movements and sensorimotor development:

– fine motor skills hands and fingers (let’s draw a Christmas tree with both hands at the same time);

– calligraphy skills (o – element of which letters?);

– articulatory motor skills (as you exhale, pronounce the vowels: A, O, U, Y, E).

2. Correction of certain aspects of mental activity:

– visual perception and recognition (from which figures the flags are drawn

– visual memory and attention (look at what the little men are doing, remember and draw from memory);

– formation of generalized ideas about the properties of objects: color, shape, size;

– spatial representations of orientation (game-task “What was, is, will be?”, compiling stories on the topics: What happened to me yesterday. What I did today. What will happen to me tomorrow);

– auditory attention and memory (sound signals are given alternately with a key, a tambourine, knocking on the table, etc. After listening, the child must produce these sound signals in order);

– phonetic-phonemic representations (determine in which words the stress falls on the third syllable: shell, mitten, drawing).

3. Development of mental operations:

– skill of correlative analysis (find a pattern: 1, 3, 5, ...,...,...,; 5, 7, 9, .... ...)

– grouping and classification skills (letters E, E, Zh, 3, I, K, L, M, N, O, divide vowels and consonants into 2 groups);

– ability to work according to an algorithm (drawing an animal according to manuals);

– ability to plan activities (games “Shop”, “Hospital”, “Chauffeur”);

– development of combinatorial abilities (arrange action signs in the required order: 6 6 6 6 -24, 6 6 6 6 = 2);

4. Development of visual-figurative thinking (find similar figures);

5. Development of cause-and-effect relationships

(Joke problems: 9 steamships were sailing at sea. 2 of them landed at the pier. How many steamships are at sea? Suddenly it started to rain. But Tanya, Olya and Sasha did not get wet. Why?)

6. Correction of disturbances in the development of the emotional and personal sphere (relaxation exercises for facial expressions, dramatization, role reading, etc.)

7. Expanding ideas about the world around us and enriching the vocabulary (in one word: a small table, a small chair; the one who builds, the one who teaches; the person who repairs the clock; the person who works in the canteen).

8. Contains exercises that help preserve children’s vision (let’s draw the number 123 with our eyes. These exercises help organize and direct the child’s activities in terms of developing mental activity.