Persons with mental retardation are trained according to programs. Features of teaching children with disabilities (mental retardation)
Prepared by: M.V. Babushkina,
teacher I qualification category
Features of training students with disabilities (mental retardation)
Content
mentally retarded children.
Didactic principles used in school for children with disabilities.
Methodological requirements for the lessonat a school for children with disabilities.
Features of the program and teaching methods
mentally retarded children
Children with disabilities health – these are children whose health status prevents them from learning educational programs outside special conditions of training and education.
Under special conditions for students to receive educationwith disabilities are understood:
the use of special educational programs and methods of training and education,
special textbooks, teaching aids and didactic materials,
special TSO for collective and individual use,
providing the services of an assistant (assistant) who provides students with the necessary technical assistance,
conducting group and individual correctional classes,
providing access to buildings of educational organizations.
And other conditions without which it is impossible or difficult for students with disabilities to master educational programs.
The purpose of correctional and educational work with children with mild mental retardation is teaching them accessible knowledge and social adaptation to independent life.
In a special school for children with disabilities inAll academic subjects are grouped into twoblock – educational and correctional and developmental .
Basic curriculum includesgeneral subjects:
Russian language,
reading,
mathematics,
natural history,
biology,
geography,
the history of homeland,
social science,
art,
music and singing,
physical training,
labor training,
vocational and labor training.
The school where mentally retarded children are educated is not focused on qualified education, therefore the content of the curriculum is developed taking into account the capabilities of mentally retarded schoolchildren and differs from the content studied by students of mass schools.
The curriculum also includesspecial items:
social and everyday orientation (SBO),
rhythm,
development oral speech based on the study of objects and phenomena surrounding reality,
having a correctional focus.
TOcorrection block relate:
Speech therapy classes,
exercise therapy,
development of psychomotor and sensory processes.
For implementation curriculum used by teachers stateprograms forspecial (correctional) institutionsVIII kind:
Programs of special (correctional) educational institutionsVIIItype: preparatory, grades 1-4/ed. V.V. Voronkova. 3rd edition, revised. –M., “Enlightenment”, 2004.
Programs for special general education schools for the mentally retarded
children (auxiliary school) / edited by T.S. Zalyalova. Recommended by the Main Educational and Methodological Directorate of General Secondary Education. -M., “Enlightenment”, 1990.
Special (correctional) educational school programsVIIItype: 5-9
classes: In 2 collections/Ed. V.V. Voronkova. - M.: Humanite. publishing center VLADOS, 2001.
Programs of special (correctional) educational institutions of the VIII type, grades 5 – 9, A.K. Aksenova, N.G. Galunchikova, M.N. Perova, I.M. Bgazhnokova and others. 3rd edition, M., “Enlightenment”, 2006.
Education programs for mentally retarded children have their own specific characteristics.
Firstly, Mentally retarded children learn basic language material within the most minimal limits. The most basic information necessary for mastering the basics of literate writing and correct coherent speech is selected from scientific grammar. For example, nouns, verbs, adjectives, pronouns, numerals, prepositions are studied, because are often found in speech, but participles and gerunds are not.
Secondly, The program from 1st to 9th grade is built on the basis of the concentric principle of placing material, in which the same topic is studied for several years with a gradual increase in information. Mentally retarded children have great difficulty in mastering complex systems of conceptual connections and more easily in learning simple ones. The concentric arrangement of the material makes it possible to separate complex grammatical concepts and skills into their component elements and practice each separately. As a result, the number of connections underlying the concept gradually increases, and the language and speech base for developing skills and abilities expands. The concentrism of the program also creates conditions for constant repetition of previously learned material. For example, the topic “Proposal” runs through all years of education starting from 1st grade.
Third, identification of propaedeutic periods. The program identifies preparatory stages at all stages of education, during which children’s shortcomings from past experience are corrected and students are prepared to master the next sections of the program.
Fourthly, slow pace of passage educational material. Compared to a public school, the school program for children with disabilities provides for an increase in the number of lessons on each topic.
Fifthly, correctional and practical orientationprogram material. Pabout the Russian language is primarily manifested in the field of speech development of children, because the most important goal Russian language lessons - the formation of speech as a means of communication, as a way of correcting the cognitive activity of students and facilitating their adaptation after graduation.
Corrective work is the correction or weakening of existing deficiencies of students and helping to bring the development of these children as close as possible to their maximum level.
Everyonethe reader must know the content correctional work which includes the followingdirections:
Improving movements and sensorimotor development:
Development fine motor skills hands and fingers;
Development of calligraphy skills;
Development of articulatory motor skills.
Correction of certain aspects of mental activity:
Development of visual perception and recognition;
Development of visual memory and attention;
Formation of generalized ideas about the properties of objects (color, shape, size);
Development of spatial concepts and orientation;
Development of ideas about time;
Development of auditory attention and memory;
Development of phonetic-phonemic concepts, formation of sound analysis.
Development of basic mental operations:
Correlative analysis skills;
Grouping and classification skills (based on mastering basic generic concepts);
Ability to work according to verbal and written instructions, algorithm;
Ability to plan activities;
Development of combinatorial abilities.
Development of different types of thinking:
Development of visual-figurative thinking;
Development of verbal-logical thinking (the ability to see and establish logical connections between objects, phenomena and events).
Correction of disturbances in the development of the emotional and personal sphere (relaxation exercises for facial expressions, role reading, etc.)
Speech development, mastery of speech technique.
Expanding your understanding of the world around you and enriching your vocabulary.
Correction of individual knowledge gaps.
In the process of teaching the Russian language, work is being done oneliminating deficiencies in all aspects of the child’s speech. Inaccuracy and poverty of vocabulary, incorrect use of grammatical forms, syntactic constructions are eliminated in all Russian language classes, whether they are lessons devoted to the development of oral speech, reading, practical grammar exercises or grammar and spelling.
The teacher’s work on developing the speech of mentally retarded students comes down to solving the following problems.
1. Studying the speech development of students. It is necessary to identify the child’s speech deficiencies and possible ways to eliminate them for more successful work with children. The study of children's speech is mainly carried out in the first year of education, because accurate knowledge of the level of speech development of each student is prerequisite correct construction of the work system. But at the same time, attention to the individual development of each child should not be lost in the future.
2. Correcting speech defects and practicing pronunciation skills carried out in lower grades. Development of pronunciation skills is the most important task primary school. Depending on the success of its solution, all other aspects of speech develop.
3. Clarification, enrichment, activation vocabulary occurs throughout the learning process.
4. Developing the ability to formulate sentences grammatically correctly also occurs throughout the Russian language course.
5. Correction of deficiencies and development of dialogic and monologue forms of oral speech is carried out throughout all years of study, but the foundation is laid in the lower grades.
6. Developing the ability to express one’s thoughts coherently and logically in writing is carried out mainly in high school, but the foundation is also laid at the initial stage of learning and development.
All speech development tasks are interconnected and are solved comprehensively.
Classification and selection of teaching methods mentally retarded schoolchildren depends on the principles of solving the issue of education. The classification of teaching methods is diverse, there are up to 10 of them. In the domestic practice of oligophrenopedagogy, two traditional classifications of teaching methods are used:
St. Petersburg, considering the use of methods depending on the stages of training. This classification is as follows:
a/ methods of presenting new material;
b/ methods of consolidation and repetition.
Moscow, which proposes to divide methods into verbal, visual and practical.
In practice, all these methods are used in combination at all stages of the lesson.
The specificity of teaching methods at school for children with disabilities lies in their correctional focus. This concept includes:
slow learning and frequent repetition,
presenting educational material in small portions,
maximum expansion and dissection of the material,
the presence of a preparatory period in training,
constant reliance on the child’s experience.
For methods to work reliably and effectively, they must be selected and applied correctly. The value of the method is realized if it:
ensures the general development of mentally retarded schoolchildren,
makes learning accessible and feasible,
ensures the strength of knowledge,
takes into account the individual characteristics of the child,
promotes activation educational activities abnormal student.
In its practical sphere, the special Russian language methodology uses the recommendations developed by the Russian language methodology for primary mass schools.At the same time, the abnormal development of mentally retarded children requires that all teaching methods and means used contribute to the correction of their deficiencies. Therefore, most of the methods used in primary schools require significant adjustments. In particular, increasing the number of stages of work, extending training periods, developingadditional techniques.
Categories of children's learning ability
The significant heterogeneity of the composition of students at a school for students with disabilities is its specific feature.
By learning opportunities mentally retarded students are divided into four groups.
1 group consists of students who most successfully master program material in the process of frontal learning. As a rule, they complete all tasks independently. They do not experience great difficulties in performing the changed task; they generally correctly use their existing experience when performing new work. The ability to explain their actions in words indicates that these students have consciously mastered the program material. They have access to some level of generalization.
In Russian language lessons, these students quite easily master sound-letter analysis, initial writing and reading skills, and learn simple spelling rules. They understand the content of the texts they read well and answer questions about the content.
However, in conditions of frontal work when studying new educational material, these students still have difficulties in orienting and planning work. They sometimes need additional help in mental work activities. They use this help quite effectively.
Students Group II They also learn quite successfully in the classroom. During their studies, these children experience somewhat greater difficulties than students in Group I. They generally understand the teacher’s frontal explanation, remember the material being studied well, but are not able to draw basic conclusions and generalizations without the help of the teacher. They need activating and organizing help from the teacher.
During Russian language lessons, they make many mistakes in reading and writing and cannot find them on their own. People learn the rules, but they cannot always apply them in practice. They understand what they read, but when retelling they may miss semantic links.
TO III group include students who have difficulty mastering program material, needing various types of help: verbal-logical, visual and subject-practical. The success of knowledge acquisition primarily depends on children’s understanding of what is being communicated to them. These students are characterized by insufficient awareness of the newly communicated material (rules, theoretical information, facts). It is difficult for them to determine the main thing in what they are studying, to establish a logical connection between the parts, and to separate out the secondary. They find it difficult to understand the material during frontal classes and need additional explanation. They are characterized by low independence. The rate at which these students learn the material is significantly lower than that of children assigned to group II.
Despite the difficulties in mastering the material, students generally do not lose their acquired knowledge and skills and can apply them when performing a similar task, however, each slightly changed task is perceived by them as new.
Schoolchildren of the third group overcome inertia in the learning process. They sometimes need significant help mainly at the beginning of a task, after which they can work more independently until they encounter a new difficulty. The activities of these students need to be constantly organized until they understand the main points of the material being studied. After this, they perform tasks more confidently and give a better verbal report about it. This indicates, although it is difficult, but to a certain extent a conscious process of assimilation.
Difficulties in learning the Russian language for this group of students manifest themselves primarily in areas where analytical and synthetic activity is required. They are slower to master sound-letter analysis and literate writing skills. Students may learn spelling rules, but apply them mechanically in practice. The formation of coherent oral and written speech is difficult for these students. They are distinguished by their inability to construct a phrase. Their perception of content is fragmentary. This leads to the fact that students do not even generally grasp the meaning of what they read.
TO IV group These include students who master educational material at the lowest level. However, frontal training alone is not enough for them. They need fulfillment large quantity exercises, additional training techniques, constant monitoring and tips while performing work. Drawing conclusions with some degree of independence and using past experience is not possible for them. Students require clear, repeated explanation from the teacher when completing any task. The teacher's help in the form of direct prompts is used correctly by some students, while others make mistakes under these conditions. These students do not see errors in their work; they need specific instructions on them and an explanation for correction. Each subsequent task is perceived by them as new. Knowledge is acquired purely mechanically and is quickly forgotten. They can acquire a significantly smaller amount of knowledge and skills than is offered by the correctional school program.
Pupils in this group master mainly the initial skills of reading and writing. Experiencing great difficulties in sound-letter analysis, they make many mistakes. They are especially difficult to learn spelling rules that they cannot use in practice, as well as to understand what they read. Schoolchildren have difficulty understanding not only complex texts with missing links, cause-and-effect relationships and relationships, but also simple ones with a simple plot. Coherent oral and written speech is formed slowly in them, characterized by fragmentation and significant distortion of meaning.
The assignment of schoolchildren to one group or another is not stable. Under the influence of corrective training, students develop and can move to a higher group or take a more favorable place within the group.
The composition of the groups also changes depending on the nature of the lesson. Thus, the same student, due to a certain deficiency, may experience difficulties in mastering written language, write illiterately, but give an oral description of the subject in a sufficiently detailed and easy way, and read well. Then, in the Russian language, this student can be assigned to the 3rd group, and in reading - to the 2nd.
All students of the school for children with disabilities, divided into four groups, need a differentiated approach in the process of frontal education.
The teacher must know the capabilities of each student in order to prepare him for mastering new material, correctly select and explain the material, help students learn it and apply it with a greater or lesser degree of independence in practice.
Didactic principles
Methodists compare the principles of didactics with the foundation of a house. Fuzzy, incorrect, inadequate principles are as dangerous in the formation of knowledge, skills and abilities as a fragile, slanted foundation in the construction of a building.
Oligophrenopedagogy, in accordance with the laws of teaching mentally retarded children, uses the followingdidactic principles:
educational orientation of education;
scientific character and accessibility of training;
systematicity and consistency;
connections between learning and life;
corrections in training;
visibility;
consciousness and activity of students in mastering educational material;
differentiated and individual approach;
strength of knowledge, skills and abilities.
All teaching principles are interdependent and represent a specific didactic system. The teaching of all academic subjects in schools for children with disabilities is based on it.
Educational orientation training in a school for children with disabilities is to form in students moral ideas and concepts, adequate ways of behavior in society.
It is worth noting that inUnlike a mass school, in a school for children with disabilities, education plays a special role.AOEP, created on the basis of the Federal State Educational Standard for the education of children with disabilities (comes into force on September 1, 2016)involves students achieving two types of results:personal and subject.The leading place belongs topersonalresults, since they ensure mastery of a complex of social (life) competencies necessary for the introduction of students with mental retardation into culture, their mastery of sociocultural experience.
Russian language lessons create optimal conditions for the formationat children of positive habits, strong moral qualities. In Russian language lessons, children not only learn speech skills, but also learn to live and build relationships with others.
When organizing reading lessons, it is necessary to rely on the emotional mood of children to instill in them love for the Motherland, honesty, hard work, discipline and other qualities. Taking into account the disruption in mentally retarded students of the connections between object-figurative and logical thinking, between words and actions, the teacher uses work techniques that increase the educational impact works of art:
expressively reads the text in its entirety or the parts that are most important for its understanding,
helps children compare the characters’ actions with their own behavior,
If possible, translate the situation described by the author into a real plan.
Scientific principle in general pedagogy involves reflection of modern scientific achievements.
The content of education in a correctional school is elementary and practical. Despite the elementary level of knowledge that schoolchildren need to acquire, it must be scientific. Violation of abstract thinking forces us to limit the completeness and depth of information provided to children, but their scientific reliability should not be distorted. Moreover, the teacher strives to correct as much as possible the incorrect, inadequate ideas children have about the life around them that they might have had before school.
If mentally retarded children are unable to master practically significant but complex material, theoretical information is reduced to a minimum, and skills are developed in the process of performing exercises. Thus, having understood the main distinguishing feature of complex sentences (the presence of two groups of subject and predicate), students practice constructing complex and complex constructions using the conjunctions and allied words specified in the program.
Accessibility principle involves building education for schoolchildren with problems in intellectual development at the level of their real educational capabilities.
First, the material is studied that is familiar to schoolchildren from their own experience or with which they can become familiar through practical activities. Thus, children initially correlate the concept of “name of an object” with words that have a pronounced lexical meaning of objectivity (table, tree), and only after mastering the ability to pose a question, the border of word use expands due to the introduction of animate, abstract, collective nouns.
Using the most successful methodological system can make educational material that is relatively complex for mentally retarded schoolchildren accessible.
Essence principle of systematicity and sequences is that the knowledge that students acquire at school must be brought into a certain logical system for more successful application in practice.
In the activities of a teacher, the principle of systematicity is implemented in planning the sequence of passing new educational material and in repeating previously studied, in testing the knowledge and skills acquired by students, in developing a system of individual work with them. Based on this principle, it is possible to move on to studying new educational material only after students have mastered the one that is currently being studied. Taking this circumstance into account, the teacher makes adjustments to previously outlined plans.
Compliance with the principle of systematicity and consistency is important for a Russian language teacher when preparing and conducting lessons, since skipping one, even the most insignificant link in the general chain of knowledge leads to children’s misunderstanding of the educational material and to mechanical memorization.
Implementation the principle of connecting learning with life in a school for children with disabilities is to organize educational work on the basis of a close and multifaceted connection with the surrounding reality, with the life of local enterprises, organizations and institutions.
Correction principle consists of correcting deficiencies in the psychophysical development of students with problems in intellectual development through the use of special methodological techniques. As a result of the use of corrective teaching methods, some deficiencies in students are overcome, others are weakened, thanks to which schoolchildren move faster in their development.
One of the indicators of the success of correctional work can be the level of independence of students when performing new educational and work tasks. Therefore, the implementation of the principle of correction in teaching is:
in developing students’ skills to independently navigate the requirements for completing tasks,
analyze conditions and plan your activities, drawing on existing knowledge and experience,
draw conclusions about the quality of the work performed.
To carry out individual correction, it is necessary to identify the difficulties experienced by students in learning various subjects and to establish the causes of these difficulties. Based on this, individual correction measures are developed. There may be several students in a class who require different measures of individual correction. When working frontally, it is advisable to carry out individual correction alternately, additionally working with one or the other student.
There is a general rule of thumb principle of visibility in secondary schools: teaching should be visual to the extent necessary for students to consciously assimilate knowledge and develop skills based on living images of objects, phenomena and actions. At school for children with subject HIA visibility has been used for a long time. This is due to the fact that students have severely impaired processes of abstraction and generalization; it is difficult for them to break away from observing specific objects and draw an abstract conclusion or conclusion, which is necessary for the formation of a particular concept.
A mentally retarded schoolchild has concrete-figurative thinking. He's just like a normal child younger age, thinks in forms, colors, sounds, sensations in general. However, unlike a normally developing child, such children, especially junior classes, have a very limited range of ideas about objects and phenomena of the surrounding world.
Visual aids should be differentiated, containing the most basic features of the object and, if possible, without additional unimportant details, which often divert students’ attention away from the main goal that the teacher achieves when using these aids. Illustrations should be large, accessible, and in a realistic style. It is important to determine in advance at what stage of the lesson, what type of visualization is needed, what work will be done with it. You should not display all the selected visuals at once, you need to demonstrate it sequentially.
Mentally retarded children are characterized by a poor vocabulary and grammatical structure, elementary syntactic structures, primitiveness of coherent statements, behind which lies not only a poor assimilation of grammatical laws, but also, first of all, a limited understanding of objects and phenomena of the surrounding world, their connections and relationships. In fact, when teaching a language, visual aids should form the framework on the basis of which the language and speech activity of students will be formed. In Russian language lessons, traditional means are used, such as natural objects and phenomena, their three-dimensional and planar images, graphic clarity, technical means training. In addition, a number of specific tools are used that are not used in other lessons. These are facial expressions, gestures, dramatization, diction, expressiveness of reading, indirect, or linguistic, visibility. The last type of visual teaching aids involves organizing observations of speech itself, its imagery, and various language components, from sound to text.
The principle of conscious and active learning is provided by a number of conditions, some of which are embedded in the program itself.
Firstly, this is the selection of material taking into account its accessibility and practical significance for improving the speech practice of schoolchildren.
Secondly, this is a concentric arrangement of the material, due to which dissection is achieved complex connections into elements and the gradual assimilation of each of the elements that make up a single whole.
Third, highlighting the preparatory stage, during which some deficiencies in speech and cognitive activity of mentally retarded children are eliminated, their experience is updated and organized. Taking into account the inferiority of schoolchildren’s personal experience in any type of activity, the program allocates propaedeutic periods at all stages of education, during which children correct the shortcomings of past experience and prepare students for mastering subsequent sections of the program.
Fourthly, slow pace of learning material, which corresponds to the slowness of mental processes.
In the Russian language lessons themselves, techniques are widely used that increase the activity of schoolchildren’s mental activity and their level of awareness of the material being studied. These are comparison and contrast, explanation and proof, analysis and synthesis, classification and analogy. At the same time, the rapid decline in cognitive interests and the motivational side of speech, characteristic of mentally retarded students, requires the use of techniques and types of work that constantly support the activity of children (visual supports, practical and play activities, a variety of types of exercises and tasks for them). To ensure the transfer of acquired knowledge from one environment to another, to develop the skill of self-control, exercises such as “Testing ourselves”, working techniques such as “alarm”, “little teacher”, elements of programmed training, etc. are used.
IN the principle of the strength of assimilation of knowledge, skills and abilities learning results are reflected. The strength of knowledge, abilities and skills is achieved by special pedagogical work aimed at deepening and consolidating knowledge and developing skills. This remedy is repetition. Repetition - This is the basis of all educational work in a correctional school.
The strength of students’ assimilation of knowledge is achieved by:
conscious assimilationmaterial;
multiplehconsolidation of the studied material;
variousexercisesth;
a certain degree of independence for students when completing tasks, which depends on the year of study and the complexity of the material.
Taking into account the differences among schoolchildren in the degree and nature of speech underdevelopment, sensorimotor insufficiency, and intellectual impairments, the Russian language methodology aims teachers at widespread usethe principle of a differentiated and individual approach to children in the learning process.
The traditional distribution of students in the class into 3 groups (strong, average, weak) to implement a differentiated approach does not clearly clarify the picture of schoolchildren’s difficulties. This, in turn, does not make it possible to accurately select corrective measures.
Thus, complex underdevelopment of phonemic perception, which causes a number of similar errors in students’ written work (substitutions, omissions, rearrangements), requires the use of special techniques to correct deficiencies in children of this group:
drawing up a conditional graphic diagram of a word before writing it down,
laying out cubes as a sound series or sounds of a word are pronounced,
recording from memory a sentence previously analyzed and perceived visually, guessing a word by syllable,
spelling pronunciation, etc.
In other words, relying on more intact analyzers, in this case visual and kinesthetic, promotes the development of writing skills and the correction of defects in phonemic perception.
When implementing the principle of a differentiated approach, the fact that the identified typological groups cannot be stable is also taken into account. They vary in composition depending on the nature of the Russian language lesson (reading, speech development or grammar and spelling). Thus, the same student, due to a certain deficiency, may experience difficulties in mastering written language, but give a sufficiently detailed and easy oral description of the subject, or read well, but write illiterately. The composition of the groups also changes as schoolchildren progress in overcoming the defect, since it cannot be accomplished at the same pace for everyone.
The methodology also provides that a differentiated approach can be used with a group of students for a long period of time, but occupy a relatively short period of time in each lesson and, most importantly, does not replace frontal teaching. All schoolchildren are required to read in reading lessons, work on text, learn to retell, write in writing lessons, participate in lexical, grammatical and spelling analysis, and in preparation for creative works and in their writing. However, the share of participation in frontal work, the volume and complexity of tasks, and methods for activating students’ activities will vary depending on the capabilities of the entire group or one child.
The differentiation of requirements in relation to different typological groups of students and to each child individually is carried out taking into account the capabilities of the children and the characteristics of their defect. Thus, some schoolchildren experience a noticeable increase in the number of errors at the end of work; the teacher determines the cause of this phenomenon and, based on it, selects the necessary methods of influence. If a student has general motor insufficiency or impaired motor skills of the hand, as a result of which muscle fatigue increases, pain appears, and attention is distracted, the teacher limits the amount of work for him. If the child is excitable and his performance is impaired, as a result of which he quickly loses interest in the lesson, the teacher reminds the student about the purpose of the task, praises him for his work at the initial stage, briefly changes his type of activity (offers him to wipe the board, find a book), expresses approval and returns to the interrupted exercise.
The means of implementing a differentiated and individual approach should be such “that as a result of their application, lagging students are gradually leveled out and can ultimately be included in collective work on an equal basis with others.”
Methodological requirements for a lesson at school for children with disabilities
Lesson at school for children with disabilities (mental retardation)is a lesson using special correctional educational and educational methods for the purpose of teaching children with mental development problems. The lesson has both general didactic requirements and special ones.
General didactic requirements:
The teacher must be proficient in the subject and teaching methods.
The lesson should be educational and developing.
Corrective and developmental work should be carried out at each lesson.
The material presented must be scientific, reliable, accessible, must be related to life and be based on the past experiences of children.
Each lesson should provide an individually differentiated approach to students.
Interdisciplinary connections should be made in the lesson.
The lesson should be equipped with:
technical means of training;
didactic material (tables, maps, illustrations, tests, diagrams, reasoning algorithms, punched cards, etc.);
all material must be correlated with the child’s level of development and connected with the logic of the lesson.
Innovative processes should be carried out in the classroom.
An introduction to computer education is needed.
During the lesson, the safety regime must be strictly observed:
conducting physical exercises (primary school - 2 physical exercises);
correspondence of furniture to the age of children;
matching didactic material in size and color;
correspondence of the educational load to the age of the child;
compliance with sanitary and hygienic requirements.
The lesson should help solve the main problems facing the school:
provide comprehensive pedagogical support to a mentally retarded child;
contribute social adaptation child.
Special requirements for a lesson in a special school:
Slowness of the pace of learning, which corresponds to the slowness of mental processes;
Simplification of the structure of the knowledge of learning in accordance with the psychophysical capabilities of the student;
Implementation of repetition during training at all stages and links of the lesson;
Maximum reliance on the child’s sensory experience, which is due to the concreteness of the child’s thinking;
Maximum support on practical activities and student experience.
In mentally retarded students, when the teacher is carried away by verbal methods, the security system is triggered and extreme inhibition is activated.
Psychologists claim that from what a student hears during a lesson, less than 10% of the content remains in the memory of a mentally retarded student, from what is perceived through reading - 30%, when observing an object (i.e., when relying on visualization), approximately 37% remains in the memory of children. perceived. Practical actions with educational material leave up to 70% in memory.
Reliance on more developed abilities child;
Implementation of differentiated management of the child’s educational activities, providing for design, direction and regulation, and at the same time correction of students’ actions by dividing the integral activity into separate parts, operations, etc.
The optimal conditions for organizing student activities in the classroom are as follows:
Rational dosage in the lesson of the content of educational material;
Choosing a goal and means to achieve it;
Regulating the actions of students;
Encouraging students to take part in activities during the lesson;
Developing interest in the lesson;
Alternation of work and rest.
It is necessary to organize educational activities in the classroom due to the inability of mentally retarded children to constantly mobilize their efforts to solve cognitive problems. Therefore, during the lesson, the teacher has to use techniques for dividing cognition into small parts, and all educational activities into small portions. This is reflected in the structure of the lesson.
In the practice of special schools, it is most often usedcombined lesson, combining the types of work and tasks of several types of lessons. ThisThis is explained by the fact that mentally retarded children cannot absorb material in large portions. Each piece of new material requires its immediate consolidation in active, practical forms of exercise. At all stages of the lesson, step-by-step, often individual monitoring of the assimilation of the material and identification of emerging difficulties are necessary. At each lesson, it is necessary to take into account the personal experience of students, because... It is easier, more interesting, and more accessible for them to study material if it is related to personal impressions.
Taking into account the dynamics of performance Students in the lesson use the following stages of organizing activities:
- organizational and preparatory;
- basic;
- final .
It is recommended that the preparatory part of the lesson be correlated in time with the phase of learning and increasing the productivity of cognition (up to the tenth minute of the lesson). The main stage should be carried out before the twenty-fifth minute and the final stage - from the thirtieth minute of the lesson. During periods of decline in performance (twenty-fifth minute), it is advisable to carry out physical exercise minutes. When students work independently, the first fifteen to twenty minutes are the most productive.
Approximate structure of a combined lesson:
I stage. Organizational and preparatory (up to the 10th minute of the lesson)
Organizational moment and preparation for the lesson;
Organization of educational activities.
II stage. Basic (up to the 25th minute of the lesson)
Examination homework;
Repetition of previously studied material;
Preparation for the perception of new material;
Setting the goal and objectives of the lesson;
Explanation of new material;
Correction in the process of acquiring new knowledge;
Consolidation of what has been learned.
III stage. Final (from the 30th minute of the lesson)
Summing up the lesson;
Assessment of knowledge;
Communicating homework and preparing students to work on it independently;
Conclusion from the lesson.
The presence of one or another lesson stage depends on its type. Each of the structural elements of the lesson has its own objectives.
Exemplary lesson plan with the content of the stages
Lesson type – combined
Lesson topic
Lesson Objectives
The effectiveness of a lesson largely depends on setting specific goals and objectives. Teachers in a correctional school, as well as in a general education school, set a threefold task. The difference is that more attention is paid to the correctional and developmental task.
Educational:
to form (form) students’ ideas about ...;
reveal (reveal)…;
introduce, introduce, continue to introduce...;
specify…;
expand...;
generalize...;
systematize...;
differentiate…;
learn to apply in practice...;
learn to use...;
train…;
check….
Corrective:
correct attention (voluntary, involuntary, sustained, switching attention, increasing attention span) by doing...;
correction and development of coherent oral speech (regulatory function, planning function, analyzing function, spelling correct pronunciation, replenishment and enrichment of passive and active vocabulary, dialogic and monologue speech) through the implementation...;
correction and development of coherent written speech (when working on deformed texts, essays, presentation, creative dictation)…;
correction and development of memory (short-term, long-term) ...;
correction and development of visual perceptions...;
development of auditory perception...;
correction and development of tactile perception...;
correction and development of fine motor skills of the hands (formation of manual skill, development of rhythm, smoothness of movements, proportionality of movements)…;
correction and development of mental activity (operations of analysis and synthesis, identification main idea, establishment of logical and cause-and-effect relationships, planning function of thinking)…;
correction and development personal qualities students, emotional-volitional sphere (self-control skills, perseverance and endurance, ability to express one’s feelings...)
TO correctional task must be specific And focused on activating those mental functions that will be maximally involved during this lesson, that is, through their active work, educational information will be received and processed.
Educational:
cultivate observation skills;
cultivate independence;
cultivate persistence and patience;
bring up moral qualities(love, caring attitude towards ..., hard work, ability to empathize, etc.)
The educational task should be the same specific. For example, developing observation skills, if in a lesson you have to analyze processes or objects; persistence and patience if the lesson asks you to perform a series of exercises, etc.
Lesson equipment
1. Organizational and preparatory stage
The goal is to prepare students for work in the classroom. Contents of the stage:
greetings;
duty officer's report, identification of absentees;
checking readiness for the lesson (workplace, working posture, appearance);
students’ mood for work, organization of attention;
exercise for fingers;
writing a number (orthographic pronunciation, highlighting spellings);
exercise to develop attention and perception;
a minute of penmanship.
Considering the difficulty of students switching from one type of activity to another, during the organizational moment it is necessary to remove their excessive excitability and redirect their attention to this lesson. From the first minutes, students should feel in the teacher a leader who will not give up on their demands. The teacher checks readiness for the lesson: whether students have notebooks, textbooks, a diary, pens, special equipment for this lesson, the order in which they are located on the student’s desk, and whether there are any distracting foreign objects. For some students who have a slow reaction, the teacher can help tidy up or prepare the workplace for the lesson, but only help, and not do it for him. The psychological attitude of students for further activities in the lesson is also important at this stage. The teacher’s word may not influence the work setting, so verbal treatment should be supplemented with motor and sensory exercises aimed at activating attention and perception of thinking. These exercises last up to seven minutes and must be related to the work to be done.
2.Main stage, on whichThe main objectives of the lesson are solved.
a) Checking homework
The goal is to establish the correctness and awareness of completing homework, identify typical shortcomings, identify the level of knowledge of students, repeat the material covered, and eliminate gaps in knowledge discovered during the test. Possible options homework checks:
frontal survey;
individual survey with a call to the board;
frontal written survey (at the board, using cards);
individual written survey;
compacted survey (combination of frontal and individual, oral and written);
practical work;
programmed control;
checking notebooks;
using TSO.
Checking homework (updating knowledge) a traditionally established part of the lesson, the meaning of which is both verification and control, and preparation for learning new material. In this type of work, the teacher focuses students' attention on the basic rules that formed the basis for doing homework. Checks whether everyone completed the task, what and who had difficulties, what typical mistakes were admitted.
If there was no homework for a given lesson, then students use a series of specially prepared questions to reproduce the knowledge that will be used in the explanation process. The cognitive activity and interest of students in the new material directly depends on this part of the lesson.
b) Propaedeutics for students to master new material
The goal is to organize the cognitive activity of students. Inform the topic, goals and objectives of studying new material, show practical significance learning new material(goal setting) , attract attention and arouse interest in learning new topic. A new concept can be introduced in different ways:
riddle, rebus, game "Fourth odd";
addressing students’ past experiences (conversation);
vocabulary work (connection with new material);
problematic question.
New material should start with an introductory conversation.
The teacher explains in detail what the children will do and why it is needed; it is important to show the children those aspects of life in which they can apply the knowledge they receive. It is necessary to express the opinion that the children will cope with the task. Further, it is recommended to carry out special preparation for solving the cognitive problems of the lesson with an introductory conversation, or a frontal brief survey of the previous material, or examination of tables, drawings, and living objects to create ideas when studying new material.
c) Communication of new material
The goal is to give students a specific idea of the issue, rule, phenomenon, etc. being studied. Communication of new material is possible in a combination of different ways:
the teacher’s story (scientific, accessible, moderately emotional, consistent, based on clarity, with vocabulary work, with conclusions);
independent acquaintance with new material through observation and use of a textbook(only in high school and only available material);
conversation (if students have a supply of information on this topic);
alternating conversation and story;
using TSO.
Explanation - scientific presentation of the content of educational material is the most important part in the structure of the lesson. The logic of scientific evidence, accessible to mentally retarded schoolchildren, based on their existing knowledge, and a simple and convincing form of presentation are the basis for a good understanding and assimilation of new material by students. When explaining new material, it is necessary to focus on the main points of the content of the material, use intonation, and emphasize what is essential in the explanation. The material should be presented as if you were studying it with the students. Visual aids should be bright and age-appropriate. In a special school, explanation may be included in other parts of the lesson (for example, in the process consolidation), when the material is not understood by some part of the students and requires repeated explanation at a more accessible level.
Primary perception (through direct repetition, examples, partial conclusions).
d) Consolidation of acquired knowledge
The goal is to consolidate the knowledge and skills necessary for independent work students on new material, teach them to apply knowledge in a similar situation. Methods used:
conversation;
working with a textbook;
working with a notebook;
practical work;
programmed tasks;
didactic games;
application of TSO;
tables, diagrams, tests;
independent work.
The main requirement in this part of the lesson is to ensure that students have the correct ideas and concepts. For complete perception and conscious assimilation of a learning task, several references to the same material are needed, during which knowledge and skills are clarified, and incorrectly learned material is corrected. At this stage of the lesson, a differentiated approach to students and a variety of forms used to consolidate what has been learned are especially important, depending on the individual capabilities and characteristics of the students. In lessons, the stage of consolidating and repeating knowledge can be carried out as a separate stage or in stages after each portion of the various parts of the lesson. Its purpose: secondary reproduction of the presented material, understanding of the acquired knowledge. are being assessed in the manner established for secondary schools. However, when assessing, it is necessary first of all to take into account the requirements of special school programs and the psychophysical characteristics of students, for whom assessment has great educational and activating significance. An objective assessment of students' knowledge, skills and abilities is achieved by a combination of various types of current and final knowledge testing.
It is customary to evaluate students with mild and moderate (average) degrees of mental retardation at a boarding school in all subjects of the program, with the exception of the correctional block, using a five-point system with a modified grading scale for each subject. Due to the fact that education at school is not qualified, the grades given to students are also not “qualified”, i.e. they cannot be equated with the grades of students in secondary schools, but are only an indicator of the success of the students’ progress in relation to themselves.
To evaluate students during interim certification, teachers develop individual test tasks taking into account the level that they were able to achieve in the learning process. Students' progress is assessed relative to themselves, without comparing results with peers.
When assessing the knowledge, skills and abilities of students, it is necessary to take into account the individual characteristics of the intellectual development of students, the state of their emotional and volitional sphere. When assessing the written work of students suffering from profound motor impairment, the grade should not be reduced for poor handwriting, sloppy writing, quality of notes, drawings, drawings, etc.
Using assessment as a stimulus for learning activities, as an exception, the work of some students can be assessed with a higher score.
analysis and recording of homework.
Reportinghomework, the teacher explains the main provisions and methods of its implementation. The main task of this stage of the lesson is to help students organize their homework.
Definition of the concept of mental retardation and the characteristics of mental activity of mentally retarded people. Characteristics of education for children with intellectual disabilities in the Russian Federation and abroad. Principles of teaching mentally retarded children.
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Moscow Department of Education
State budgetary educational institution
higher vocational education Moscow cities
Moscow City Pedagogical University
Institute of Natural Sciences
Department of Life Safety
Essay
in the discipline: “Fundamentals of special pedagogy”
on the topic: “Education of persons with mental retardation (mental retardation)”
Performed:
2nd year correspondence student
Astakhova M.Yu.
Sokolova O.Yu.
Moscow 2014
WITHpossession
Introduction
Chapter 1. Characteristics of persons with intellectual disabilities
§1. Definition of the concept of mental retardation, causes of the occurrence of persons with mental retardation
§2. Features of mental activity of mentally retarded people
Chapter 2. Education of persons with mental retardation (mental retardation)
§1. Features of organizing the learning process in Russia
§2. Education of children with mental disabilities abroad
§3. Principles of teaching children with mental disabilities
Conclusion
Bibliography
Introduction
Issues related to the study of mental retardation are among the most important in defectology and special psychology. They are dealt with not only by oligophrenopedagogues, but also by specialists in related sciences: psychologists, neurologists, psychiatrists, embryologists, geneticists, etc.
Attention to the problems of mental retardation is due to the fact that the number of people with this type of anomaly is not decreasing. This is evidenced by statistical data from all countries of the world. This circumstance makes it paramount to create conditions for maximum correction of developmental disorders in children.
In our country, educational work with mentally retarded children is carried out in special preschool and school institutions of the education and health care systems. Children with deep central lesions nervous system are in orphanages for social protection, where they are also provided with educational work according to a special program.
In order for the entire pedagogical process to be more effective, it is necessary to properly staff special institutions. Therefore, the task arises of the most accurate differential diagnosis, but before solving this problem, it is important to know which children should be considered mentally retarded, what is unique about their cognitive activity, emotional-volitional sphere and behavior.
Chapter 1.Characteristics of persons withmental development disorder
§1. Definition of the concept of mental retardation, causes of the occurrence of persons with mental retardation
mental retardation training
Research by scientists (L. S. Vygotsky, A. R. Luria, K. S. Lebedinskaya, V. I. Lubovsky, M. S. Pevzner, G. E. Sukhareva, etc.) gives grounds to classify only those as mental retardation conditions in which there is a persistent, irreversible impairment of primarily cognitive activity caused by organic damage to the cerebral cortex. It is these signs (persistence, irreversibility of the defect and its organic origin) that should be primarily taken into account when diagnosing mental retardation.
Mental retardation is not just a “small amount of intelligence”, it is qualitative changes in the entire psyche, the entire personality as a whole, which are the result of organic damage to the central nervous system. This is a developmental atypia in which not only the intellect suffers, but also emotions, will, behavior, and physical development. This diffuse nature of the pathological development of mentally retarded children follows from the characteristics of their higher nervous activity.
Mental retardation is a delay or incomplete development of the psyche, which is detected before the age of 3 years, but often younger school age. Manifests itself in the cognitive sphere, speech, motor skills (syncinesis), social functioning, and learning ability. It is often non-progressive in nature. However, in the absence of special training, deprivation and metabolic diseases, its progression may increase. The whole range of mental disorders can be observed against the background of mental retardation.
Mentally retarded children are one of the most numerous categories of children who deviate from the norm in their development. Let us dwell on the causes of mental retardation. They are usually distinguished into endogenous (internal) and exogenous (external). Among the endogenous (internal) causes, the factor of heredity should be highlighted. The heredity factor manifests itself, in particular, in the incompatibility of the blood of mother and child, in chromosomal diseases. Normally, when a germ cell divides, each daughter cell receives 23 chromosomes; When a cell is fertilized, the number of chromosomes becomes stable - 46. In Down's disease, nondisjunction of the 21st pair leads to the fact that these individuals have not 46, but 47 chromosomes. Metabolic disorders lead to a progressive course of the defect in mental retardation, as well as to the addition of symptoms such as seizures and somatic pathology. Inflammatory diseases of the brain and its membranes often cause mental retardation.
The degree of severity of the defect significantly depends on the severity of the harm that befell the child, on its predominant localization, as well as on the time of acquisition. The earlier a child suffers from the disease, the more severe its consequences.
Mental retardation occurring later in life is relatively rare. It is included in a number of concepts, among which dementia (dementia) occupies a certain place. In dementia, brain damage occurs after a fairly long period of normal development child (5-7 years or more). Dementia can result from organic brain disease or injury. As a rule, the intellectual defect in dementia is irreversible. In this case, progression of the disease is noted. In some cases, with the help of treatment in favorable pedagogical conditions, it is possible to achieve some stabilization of the state of mental functions.
§2.Features of mental activity of mentally retarded people
Research by A. R. Luria, V. I. Lubovsky, A. I. Meshcheryakov, M. S. Pevzner and others showed that mentally retarded people have quite severe changes in conditioned reflex activity, an imbalance in the processes of excitation and inhibition, and also disturbances in the interaction of signaling systems. All this is the physiological basis for the abnormal mental development of the child, including cognitive processes, emotions, will, and personality as a whole.
The peculiarities of the psyche of the mentally retarded have been studied quite fully (L. V. Zankov, V. G. Petrova, B. I. Pinsky, S. Ya. Rubinshtein, I. M. Solovyov, Zh. I. Shif, etc.).
The mentally retarded are characterized by underdevelopment of cognitive interests (N. G. Morozova), which is expressed in the fact that they have less need for knowledge than their normal peers.
As research data show, in mentally retarded people, at all stages of the cognition process, there are elements of underdevelopment, and in some cases, atypical development of mental functions.
As a result, these children receive incomplete and sometimes distorted ideas about the environment; their experience is extremely poor. It is known that with mental underdevelopment, even the first stage of cognition - perception - turns out to be defective. Often the perception of mentally retarded people suffers due to decreased hearing, vision, and underdevelopment of speech, but even in cases where the analyzers are intact, the perception of these children differs in a number of features, as indicated by research by psychologists (K. A. Veresotskaya, V. G. Petrova, Zh. I. Shif).
The main disadvantage is a violation of the generality of perception; its slow pace is noted in comparison with normal children. Mentally retarded people need much more time to perceive the material offered to them (picture, text, etc.).
The mentally retarded are characterized by difficulties in perceiving space and time, which prevents them from orienting themselves in their surroundings. Often, even at the age of 8-9, these children do not distinguish between the right and left sides, cannot find their classroom, cafeteria, toilet, etc. in the school premises. They make mistakes when determining the time on the clock, days of the week, seasons, etc. Much later than their peers with normal intelligence, mentally retarded people begin to distinguish colors. It is especially difficult for them to distinguish shades of color. Perception is inextricably linked with thinking. If a student has perceived only the external aspects of the educational material and has not grasped the main thing, the internal dependencies, then understanding, mastering and completing the task will be difficult. Thus, they analyze objects haphazardly, skipping a number of important properties, isolating only the most noticeable parts. As a result of such analysis, they find it difficult to determine connections between parts of the subject. Usually only such visual properties of objects as size and color are established. When analyzing objects, they distinguish general properties objects, and not their individual characteristics.
The specific features of thinking in the mentally retarded are clearly manifested in the comparison operation, during which it is necessary to conduct a comparative analysis and synthesis. Unable to identify the main thing in objects and phenomena, they make comparisons based on unimportant characteristics, and often on incomparable ones. It is difficult to establish differences in similar objects and common features in different ones. It is especially difficult for them to establish similarities. Distinctive feature The thinking of mentally retarded people is uncriticality, the inability to independently evaluate their work. They often do not notice their mistakes. This is especially pronounced in mentally ill children, in children with damage to the frontal parts of the brain and in imbeciles.
The basic processes of memory - memorization, preservation and reproduction - have specific features in mentally retarded people, since they are formed under conditions of abnormal development. They better remember external, sometimes random, visually perceived signs. It is more difficult for them to recognize and remember internal logical connections.
In the mentally retarded, voluntary memorization is formed later than in their normal peers, while the advantage of intentional memorization in the mentally retarded is not as pronounced as in schoolchildren with normal intelligence. As L.V. Zankov and V.G. Petrova note, the weakness of the memory of mentally retarded people manifests itself in difficulties not so much in obtaining and storing information, but in reproducing it, and this is their main difference from children with normal intelligence.
Along with the indicated features of mental processes, mentally retarded people have deficiencies in the development of speech activity, the physiological basis of which is a violation of the interaction between the first and second signaling systems.
According to experts (M. F. Gnezdilov, V. G. Petrova, etc.), all aspects of speech suffer in mentally retarded people: phonetic, lexical, grammatical. Difficulties in sound-letter analysis and synthesis, perception and understanding of speech are noted. As a result, various types of writing disorders, difficulties in mastering reading techniques, and a reduced need for verbal communication are observed.
Mentally retarded children have more pronounced attention deficits than their normal peers: low stability, difficulties in distributing attention, slow switchability. With oligophrenia, involuntary attention suffers greatly, but it is its voluntary side that is predominantly underdeveloped (I. L. Baskakova).
This is due to the fact that mentally retarded children, when difficulties arise, do not try to overcome them. They usually quit their job in this case. However, if the work is interesting and feasible, it will maintain children's attention without requiring much stress from them. The weakness of voluntary attention is also manifested in the fact that during the learning process there is a frequent change of objects of attention, the inability to concentrate on any one object or one type of activity.
Mental retardation manifests itself not only in the immaturity of cognitive activity, but also in a violation of the emotional-volitional sphere, which has a number of features.
There is underdevelopment of emotions, there are no shades of experiences. A characteristic feature is the instability of emotions. A state of joy without any particular reason is replaced by sadness, laughter by tears, etc. Their experiences are shallow and superficial. There are cases of either increased emotional excitability or pronounced emotional decline (pathological emotional states- euphoria, dysphoria, apathy).
Due to the unbearable demands made, some children develop negativism and stubbornness. All these features of the mental processes of mentally retarded students influence the nature of their activities.
The psychology of activity has been deeply studied by defectologists G. M. Dulnev, B. I. Pinsky and others. Noting the immaturity of skills in educational activities, one should, first of all, note the underdevelopment of the focus of activity, as well as the difficulties of independent planning of one’s own activities.
All noted features of the mental activity of mentally retarded children are persistent, since they are the result of organic lesions at different stages of development (genetic, intrauterine, during childbirth, postnatal).
Chapter 2. Education of persons with intellectual disabilities(mental retardation)
§1. Features of organizing the learning process in Russia
Education is the process and result of mastering a system of scientific knowledge, cognitive abilities and skills. The main way to obtain education is studying in educational institutions under the guidance of a teacher.
In Russia, the process of teaching and raising children with intellectual disabilities arose under the influence of the pedagogical ideas of K. D. Ushinsky, V. P. Kashchenko, who were credited with creating the first institutions for mentally retarded children (the first auxiliary class was organized in Moscow in 1908) and in the publication of the first methods, guidelines for working with mentally retarded children.
The attention of Russian researchers such as L.S. Vygotsky, L.V. Zankov was primarily attracted by the pronounced, massive anomalies in the formation and development of mental processes in mentally retarded children, as well as the shortcomings of various aspects of their personality.
The psychological basis for teaching and raising children with mental retardation in Russia are the provisions on the possibilities of their development and the unity of the laws of development of a normal and mentally retarded child, first put forward by L. S. Vygotsky and confirmed in the works of outstanding psychologists who worked under his leadership (L. V. Zankov, A.N. Leontiev, I.M. Solovyov and others). L. S. Vygotsky emphasized that a mentally retarded child is, first of all, a child, and therefore capable of development, although this process is unique.
L. S. Vygotsky theoretically substantiated that mentally retarded children have processes that contribute to their development. In the development of mentally retarded children, as in the development of any child, there are processes that arise from the fact that the child’s body reacts to the difficulties they encounter, and in the process of actively adapting to the environment, they develop a number of functions with the help of which they compensate, equalize, replace deficiencies.
Based on a study of the characteristics of mentally retarded children, L. S. Vygotsky showed that in all children, including the mentally retarded, under the influence of the environment (primarily education), complex species mental activity (“psychological functions”). The development of a mentally retarded child, like a normal one, occurs mainly through the development of higher mental functions.
Developing the problem of the relationship between teaching and upbringing, L.S. Vygotsky proceeded from the fact that training should advance development, stimulate it, and lead it. When developing this problem, the concepts of zone of actual development and zone of proximal development were introduced, which in the first case meant such preparation of the student that gives him the opportunity to act independently, in the second - the ability to do with the help of a teacher what he cannot yet do on his own.
An important condition in the process of training and raising children with mental disabilities in Russia is correction. The correction of deficiencies in the mental and physical development of mentally retarded schoolchildren means the correction or weakening of these deficiencies and the promotion of bringing the development of these children as close as possible to the level of development of normal schoolchildren.
Pedagogical methods of correctional work are distinguished by the fact that they stimulate compensatory processes in the development of mentally retarded children and allow them to develop new positive qualities. The result of educational work is the mastery by students of a certain amount of knowledge, specific skills and abilities. As N.Ya. Semago points out, as a result of correctional work, students develop generalized educational and work skills that reflect the level of students’ independence in solving new educational and work assignments. The results of educational and correctional work also differ in the pace of their achievement: teaching students specific skills, knowledge and abilities occurs much faster than correcting deficiencies in their development.
For children with mental disabilities, there is a network of educational institutions: specialized kindergartens, kindergartens with specialized groups, special classes in regular schools, special schools, shelters for the severely mentally retarded or closed boarding schools.
Thus, in Russia, the upbringing and education of children with intellectual disabilities is based on general principles pedagogy and are carried out at the same time by specialists in oligophrenopedagogy, highlight special methods and techniques for teaching mentally retarded schoolchildren with a view to their further successful adaptation. The issue of raising and educating children in this category has been raised for a long time. Experts have faced problems in teaching and raising children in society. Gave great importance corrections by M. F. Gnezdilov, G. M. Dulnev, L. V. Zankov, M. S. Pevzner, I. M. Solovyov.
§2.Education of children with mental disabilities abroad
The history of the development of education and upbringing of children with mental disabilities in Europe has gone through a long period, during which there has been a humanization of attitudes towards this category of children.
The origins of organizing education for the mentally retarded in Italy were Maria Montessori (1870 - 1952) and Sante de Sanctis (1862 - 1954). Doctor and teacher M. Montessori began her practical work in a children's psychiatric clinic, where she developed a method for developing the senses in mentally retarded children. The effectiveness of the proposed method (Montessori's students, along with normally developing peers, passed exams for the primary school course) contributed to its introduction into the mass practice of preschool education and the education of younger schoolchildren.
Abroad, the creation of medical, social and pedagogical patronage is flourishing, which is a set of measures aimed at overcoming the problems of treatment, training and education of individuals with developmental disorders. One of the most important tasks of medical, social and pedagogical patronage is early diagnosis and early comprehensive care. Both abroad and in our country, there are many methods for diagnosing and providing early assistance to children with mental development disorders.
Abroad, the experience of providing early assistance is more extensive than in Russia, as a result one can observe a picture of almost full-fledged life activity of people with developmental disabilities.
The leading trend in the development of the education system for children with intellectual disabilities abroad, starting from the 70s, has been “inclusion in the general stream” or integration. The transition to integrative forms of education, the recognition of all children without exception (regardless of the severity of the disorder) as trainees, and the radical reconstruction of the special education system were a consequence of the democratization of Western European society; development of trends towards guaranteed rights for everyone.
And nowadays, it is widely accepted abroad to integrate children with mental disabilities into in general educational institutions general type. In our country, such innovations take root with difficulty due to insufficient special personnel and material and technical support.
§3. Principles of teaching children with disabilitiesmental development disorder
Considering everything psychological characteristics children and solving the problems of teaching and raising children with developmental disabilities, special didactics is based on the fundamental commonality of tasks facing general schools and special children's institutions and, accordingly, uses already established general pedagogical principles that have been developed in our country. In this regard, all issues of education in special children's institutions are considered in terms of basic didactic principles and making corrections.
When applying the principle of consciousness and active learning, various techniques and methods are used to stimulate the cognitive activity of students, facilitating the perception, memorization, preservation, processing of educational material, its independent analysis and generalization and subsequent application.
In a school for mentally retarded children, in a school for children with complex defects, the teacher consistently, step by step, guides the mental activity of students, constantly encourages them to complete certain tasks, leaving them without help only for a short time, gradually accustoming them to independence, through selection tasks and asking questions that require an active approach to them. Every, even the most insignificant attempt to independently apply the acquired knowledge to complete the proposed tasks is fully supported and approved.
In different types of special schools, the principle of visualization in teaching is implemented differently.
In a school for mentally retarded children, when using the principle of visualization, techniques that unite are usually emphasized; sensory and rational knowledge. Much attention is paid to verbal means. Significant importance is attached not only to the teacher’s speech, which should be clear and terse, but also to the speech of the students themselves. Students are constantly encouraged to make speech statements, the basis for which in the elementary grades is mainly real objects, their volumetric or planar images. When working with visual aids, we also mean the correction of peculiar features of visual perception characteristic of mentally retarded children, such as slowness, narrowness, insufficient activity, and poor differentiation.
Later, schematic visualization becomes increasingly important, facilitating the generalization of educational material and the establishment of certain patterns.
The implementation of the principles of scientificity, systematicity and accessibility requires a clear correspondence between the material being studied and the cognitive capabilities of students.
In a school for mentally retarded children, the entire system of knowledge offered to students is significantly simplified. The volume of educational material has been sharply reduced due to the exclusion of theoretical prerequisites and complex rules. The programs do not include chemistry, physics, foreign language and a number of other items. Students of this school receive an education that cannot be equated to a qualifying one. At the same time, the principles of scientificity, systematicity and accessibility of the knowledge they acquire are preserved, although they are implemented at a reduced level.
The principle of solid assimilation of knowledge and methods of activity is also implemented differently in each type of special school. This principle presupposes work aimed primarily at consolidating knowledge, incorporating it into certain systems, and using variously organized repetitions of what has been learned.
When teaching all categories of children with developmental disabilities, the principle of an individual approach to students is of exceptional importance, which is implemented at all stages of work with students from the first grade to the last. Fulfillment of this principle requires the teacher to know about the characteristics inherent in each student.
A differentiated approach to groups of schoolchildren studying in the same class, united on the basis of the typological characteristics of cognitive activity, taking into account the level and pace of children’s learning is also extremely important. For example, in a school for mentally retarded students in the primary grades, there are students who can retell simple texts based on a series of corresponding pictures. Visual supports help children independently recall the presented material in their memory in a given order. Other children are more productive by answering questions the teacher asks. A series of pictures helps them retell the text only very little. Naturally, work with students in these two groups should be organized differently.
Conclusion
Mentally retarded is a child who has a persistent impairment of cognitive activity due to organic damage to the brain.
The causes that result in mental development disorders are divided into endogenous (internal) and exogenous (external).
Although mental retardation is considered an irreversible phenomenon, this does not mean that it cannot be corrected. V.I. Lubovsky, M.S. Pevzner and others note positive dynamics in the development of mentally retarded children with properly organized medical and pedagogical influence in special (correctional) institutions.
The organization of the process of teaching and raising children with intellectual disabilities in Russia is based on the achievements of the psychology of mentally retarded children, which in our country took shape as an independent branch of psychological science quite a long time ago. During its existence, it has accumulated quite a significant amount of information about those peculiar features that distinguish students of the auxiliary school from their normally developing peers.
The special education system abroad is being improved: the age range for providing psychological and pedagogical assistance is expanding, pre-school and post-school institutions are being created.
Abroad, the creation of medical, social and pedagogical patronage is flourishing, which is a set of measures aimed at overcoming the problems of treatment, training and education of individuals with developmental disorders.
In solving the problems of teaching and raising children with developmental disabilities, special didactics is based on the fundamental commonality of tasks facing general schools and special children's institutions and, accordingly, uses already established general pedagogical principles that have been developed in our country. In this regard, all issues of education in special children's institutions are considered in terms of basic didactic principles and the implementation of correction.
It should be specifically emphasized that special education does not aim to adapt to a defect characteristic of a particular category of children with developmental disabilities, but to correct it and, if possible, overcome it.
Lliterature
1. Agayeva.I.B. Terminological dictionary for correctional pedagogy and special psychology. Krasnoyarsk 2008, 177 p.
2. Vygotsky L.S. Collected works. - M., Pedagogy, 1985. - T. 5.
3. Psychological and pedagogical diagnostics of child development preschool age/ Ed. E.A. Strebeleva. -- M., Poligrafservis, 1998.
4. Burmenskaya G.V., Barabanova O.A., Leaders A.G. Age-related psychological counseling. Problems of mental development of children.
5. Lapin.V.A., Puzanova B.P. “Fundamentals of defectology.” - M.: 2003.
6. Kuznetsova L.V. Fundamentals of special psychology.-M.: 2002.
7. I.V. Dubrovina "Age and educational psychology", M.: 2003.
8. T.D. Martsinkovskaya “Developmental Psychology”, M.: 2003.
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Features of speech development of mentally retarded preschool children. Description of the system of correctional assistance for preschool children with intellectual disabilities. Contents of work on speech therapy support for special children in preschool education.
thesis, added 07/18/2014
Theoretical foundations of the problem of readiness for learning to read and write in mentally retarded children. Raising children with special needs educational needs. Characteristics of speech of mentally retarded children. The issue of preparing children to master reading and writing.
thesis, added 09/10/2010
Prepare mentally retarded high school students to independent life. Studying the independence skills of mentally retarded students in labor training lessons. Ways to stimulate control over their actions in mentally retarded adolescents.
thesis, added 10/14/2017
Psychological and pedagogical characteristics of mentally retarded children. Development of the problem of play activity in preschool children, modern approach to it in relation to mentally retarded children. Working with children of senior preschool age.
thesis, added 12/24/2011
Features of the motor analyzer of mentally retarded schoolchildren. Corrective and developmental significance of rhythm lessons for children with intellectual disabilities. Correction of psychophysical deficiencies of mentally retarded schoolchildren by means of physical exercises.
course work, added 02/25/2012
Psychological and pedagogical characteristics, features of admission, training and labor education of mentally retarded schoolchildren in special (correctional) educational institutions. Corrective role of labor education in a special school.
Modern research shows that there are no unteachable children, and even the most difficult ones can be taught something using specific methods, techniques and teaching aids, organizing “step-by-step” training, deep differentiation and individualization of training, and the mandatory inclusion of parents in the pedagogical process.
IN last years In special pedagogy, the ideas of integration have become widespread. They also extended to the education of mentally retarded persons. For children with slight and moderate degrees of mental retardation, it is advisable to create special groups and classes at mass preschool and school institutions, so that children in the first half of the day can study with an oligophrenopedagogue, and during breaks and in the afternoon be together with everyone, participate in various activities. additional education, holidays.
The most common forms of organizing education for mentally retarded children and adolescents are special kindergartens for children with intellectual disabilities and special (correctional) schools of type VIII. Early initiation of correctional work with a mentally retarded child allows for maximum correction of the defect and prevention of secondary deviations.
Unfortunately, not all forms of mental retardation can be diagnosed in infancy and early childhood. At this age, hereditary forms of mental retardation and disturbances in the structure and number of chromosomes, as well as severe mental retardation (imbecility, idiocy), are detected.
As a rule, mentally retarded young children are raised in families or special nurseries in the health care system. Corrective assistance can be provided to them in early intervention centers, rehabilitation and habilitation centers and psychological, medical and pedagogical consultations. Mentally retarded children left without parental care are kept in orphanages, and then at the age of 3-4 years they are transferred to specialized orphanages for children with intellectual disabilities. Working with young children in a children's home is aimed at enriching emotional and personal contacts with adults and peers, satisfying the need for friendly attention from an adult and cooperation with him, the need for exploring the objective world, as well as stimulating psychomotor development.
Correctional work with children raised in families is carried out with the active participation of parents. With systematic correctional work of parents with a mentally retarded young child under the guidance of an oligophrenopedagogist, significant successes in the development of the child can be achieved.
Special kindergartens provide comprehensive assistance to mentally retarded children. Along with correctional and pedagogical measures carried out by mental health teachers, group teachers, speech therapists, psychologists, and music workers, therapeutic and preventive measures are carried out. Most special kindergartens have swimming pools and herbal bars.
In special preschool institutions a gentle, protective regime is observed: this is, first of all, the creation of a benevolent, calm atmosphere, warning conflict situations, taking into account the characteristics of each child.
Preparation for schooling is carried out throughout all years of the child’s education in kindergarten and takes place in three directions: the formation of physical readiness; the formation of elementary cognitive interests and cognitive activity and the accumulation of knowledge and skills; formation of moral and volitional readiness.
Finding themselves in favorable conditions, mentally retarded preschoolers make good progress in their development, this allows them to be prepared for studying in a special school.
Preschoolers with mental retardation can attend special groups at mass kindergartens. Education in them is carried out, as in special kindergartens, according to special programs.
From the age of 7-8, mentally retarded children study in the first or preparatory classes of special (correctional) schools of the VIII type, where education is conducted according to special programs on the basis of a separate educational standard. The number of students in the preparatory class is no more than 6-8 people, and the rest - no more than 12 people. In such schools, classes can be created for children with severe mental retardation (no more than 5-6 people). Children are admitted up to the age of 12 and study until the age of 18. Classes are recruited at three levels: 1) 6-9 years; 2) 9-12 years; 3) 13-18 years old. Such educational institutions do not accept children with psychopathic behavior, epilepsy and other mental illnesses that require active treatment. Duration of training: 8 years; 9 years; 9 years and vocational training program; 10 years and professional training; 10 years if preparatory class is taken into account.
The main objectives of these schools are to maximally overcome the shortcomings of cognitive activity and the emotional-volitional sphere of mentally retarded schoolchildren, prepare them for participation in productive work, and social adaptation in the conditions of modern society.
In a special (correctional) school of the VIII type, both general education subjects (such as the Russian language, reading, mathematics, geography, history, natural science, physical education, drawing, music, drawing) and special (correctional) subjects are taught.
Correctional classes in junior grades include classes on speech development based on familiarization with objects and phenomena of the surrounding reality, special rhythm classes, and in senior (5-9) grades - social and everyday orientation (SBO).
Specific form of organization training sessions are individual and group speech therapy classes, exercise therapy and classes on the development of psychomotor skills and sensory processes.
An important place in special schools is given to labor training. It has been professional in nature since the 4th grade. In the process of learning to work, teenagers master the professions available to them.
Schooling lasts from eight to eleven years. Throughout all years, favorable conditions are created for the development of each student.
A large place in a special (correctional) school of the VIII type is given to educational work, the purpose of which is the socialization of pupils, and the main tasks are the development positive qualities, the formation of a correct assessment of others and ourselves, a moral attitude towards others. A specific task of educational work in a special school is to increase the regulatory role of intelligence in the behavior of students in different situations and in the process different types activities.
Most graduates of special (correctional) schools of the VIII type are quite well prepared for the life of an ordinary adult in society: they arrange their lives, work in the profession they received, and are law-abiding citizens of their country. Only a small part of them, having found themselves in unfavorable social conditions, lead an immoral lifestyle. Sometimes graduates of special boarding schools experience significant difficulties in solving complex problems of independent living. Boys and girls left without parents, leaving school, do not know how to properly manage their property, and are not always able to economically calculate their budget. They often become victims of deception. Long-term support for graduates of special schools is required social educator the same way it is done abroad.
Currently, in our country, various public and private institutions operate to educate and educate different categories of children with developmental disabilities. These are special kindergartens and special groups at ordinary kindergartens, special schools and boarding schools, as well as special classes created at general schools. Some children, mainly those whose developmental differences are not pronounced, attend regular kindergartens and study in general schools. Many parents of such children systematically consult with defectologists or experienced teaching practitioners or invite them to conduct additional classes with their children.
Some children, especially those with gross developmental differences, are raised and educated at home. Often no corrective work is carried out with them. Although there are also cases when parents do everything possible to promote the development of the child. A certain number of such children are in boarding institutions of the Ministry of Social Assistance.
Kindergartens for children with developmental disabilities, as a rule, are equipped, although not always fully, with special equipment adapted for carrying out correctional and educational work. Thus, hearing rooms and hearing aids are provided for children with hearing loss. Special furniture, various exercise equipment, swimming pools are used in kindergartens for children with musculoskeletal disorders, etc. Unfortunately, this equipment is often not modern. Teachers and educators do not always have a defectological education, but, as a rule, they are good practitioners. But special kindergartens are not at all enough to accommodate all the children who need it. In addition, such kindergartens are located only in large populated areas.
Since many parents do not want to send their preschool children to institutions located far from their place of residence, some kindergartens organize special groups for certain categories of children with developmental disabilities.
There is practically no special equipment needed to work in these groups. The same applies to inviting defectologists. But the heads of kindergartens and experienced practical teachers are making great efforts to organize perhaps more productive correctional and educational work and are achieving undoubted success.
A significant proportion of children with mild developmental disabilities, children with mental retardation, mild mental retardation, visual impairment, hearing impairment, mild speech impairments and mild musculoskeletal disabilities attend regular kindergartens. If these children do not have gross behavioral deviations, then they traditionally remain there until the time comes when it is time to go to school. Naturally, no targeted correctional and educational work is carried out with them. Teachers at regular kindergartens are not prepared for this and do not set themselves a similar task. In practice, this is the most disadvantaged group of children with developmental disabilities, since they, in particular, having received special help in a timely manner, could make significant progress in terms of correcting their own defect.
Nevertheless, it should be said that the presence of a child with developmental disabilities in a special group of a kindergarten or simply in a regular kindergarten has a positive meaning for him. It is due to his presence in a group of peers, wide opportunities for communication with them, which is important for social adaptation and preparation for further life and education. After all, traditionally, in this way, children are prepared for admission to a special school or a general school. Only a small part of children (mostly with severe mental retardation) after being in kindergarten end up in boarding institutions of the Ministry of Social Protection or return to their families.
For all categories of children with developmental disabilities in Russia, “there are special schools and boarding schools, as well as special classes organized at general schools. They employ teachers and educators, some of whom have a defectological education. In special schools and schools - boarding schools provide for the presence of medical workers, professionals in massage, physical therapy, auditory work, speech therapists who conduct their classes there. There are sets of special equipment necessary for the correction of children’s hearing, vision, motor skills, sets of speech games, etc.
Activities that have enormous correctional and developmental significance have been introduced into the curriculum. These are rhythmics, physical therapy, home economics and social orientation, etc.
In special schools and boarding schools, great attention is paid to labor training and education of students. We mean the formation of self-service and social orientation skills, manual labor lessons included in the junior school curriculum, work in various workshops and agriculture carried out in the senior years of study. In addition, high school students undergo work practice at enterprises located close to the school, performing feasible types of work. At some schools, production workshops are organized in which graduates work. This initiative is due to the difficulty of their employment and, perhaps, appears to be a temporary phenomenon.
In special schools, teachers and educators work hard to instill in students a positive attitude towards work, which is necessary for team work. This is a very fundamental area of pedagogical work, which has enormous correctional and educational value. After all, the success of a student’s social adaptation depends not only on his having labor knowledge, skills and abilities, but also on the desire to work, on respect for the working people around him. Depending on their own capabilities, health status, and place of residence, graduates of special schools are included in the social environment around them.
Special schools organize classes for children with complex disabilities. For example, with visual impairment and mental activity, or with hearing loss and mental retardation, etc. Not every school has such classes. They are created as needed. Education in them is carried out according to special programs, since a complex defect sharply reduces the child’s cognitive abilities. In Russia there is one school for deaf-blind children. It is located in the city of Sergiev Posad in the capital region (formerly Zagorsk).
All children with developmental disabilities, not counting the mentally retarded and those suffering from complex defects (excluding the deaf-blind), receive a qualified education. They learn at a slow pace, using special methods, but acquire a level of knowledge that corresponds to the primary or secondary school curriculum of general schools. This makes it possible for more capable, knowledge-seeking children, after graduating from a special school, to enter various courses, vocational schools, secondary and higher educational establishments and continue your education.
In special classes organized at general schools, students are provided with corrective-oriented training and education, but also with healing activities, such fundamental classes as speech therapy, hearing, learning to read relief drawings, labor training, home economics, social and everyday orientation, etc. This does not happen all the time. This is due to the lack of appropriate material resources and the lack of professionals. Nevertheless, special classes are a definite way out of a difficult situation. They provide an opportunity to raise and educate a child with developmental disabilities in relatively favorable social conditions.
Some children with developmental disabilities, in accordance with the wishes of their parents, attend a general purpose school. If the child’s defect is not severe, but he is smart and really wants to learn, if he systematically receives qualified correctional assistance from adults and at the same time knows how to use various aids (hearing aids, lenses, etc.), then he feels himself in the middle of Normally developing peers are quite comfortable and are successful students. Naturally, a child left in a regular school without any additional help will soon find himself in dire straits.
Mentally retarded children have the hardest time in a general school. Training program turns out to be very difficult for them, and the pace of its passage is extremely fast. Even with additional exercises with a speech pathologist, they do not master first-grade material. The further you go, the more the difficulties increase. Their training is formal. It does not sufficiently contribute to the advancement of children in general development and correction of the defect.
Left to their own devices, mentally retarded children cannot study in a regular school. If for some reason they linger in it, then they do not receive enough benefits, but they receive many negative ones. personality traits, some children with developmental disabilities do not attend school at all and live constantly at home. Traditionally, these include those children whose defect is very pronounced. For example, those who are in a bedridden state or are deeply mentally retarded (idiots), but in a number of cases parents prefer to raise and educate such a child at home, who could well be a schoolboy.
Moscow State University of Technology and Management
Lipids and their role. Biology at the Lyceum