Inclusive education of children with disabilities is a fundamentally new approach to learning, which has been successfully introduced by Western countries for a long time. For a long time, the Soviet and Russian education systems divided students into ordinary and disabled students, applying various teaching methods to them. Moreover, the latter had practically no contact with their peers, passing the curriculum in correctional classes and specialized boarding schools.

As a result, the final level of knowledge was very different; moreover, children with disabilities experienced problems with social adaptation in a society where emphasis was placed on their developmental characteristics.

What education is considered inclusive

Currently in Russia there are about 2,000,000 with various deviations in psychophysical development. According to medical research, the number of such children will increase annually by an average of 4-5% of the total number of children.

If we adhere to the previous educational system, thousands of students will annually graduate from educational institutions of the country who will not be able to fully adapt in society. Therefore, the Ministry of Education decided to use the experience of Western colleagues and implement inclusive education programs.

The purpose of this technique is to create for each child the maximum opportunities for learning under normal conditions, introducing a special pedagogical approach.

Attention! The term "Inclusive Education" comes from the French word INCLUSIF, which can be translated as "including". In pedagogy, this word refers to the method of forming mixed classes, where children with disabilities will study together in a single form of education.

Experts believe that the introduction of this technique will help erase social differences between ordinary and special children. When it comes to preschool education institutions, mixed groups develop communicative communication skills, allow children to better adapt in society.

Based on the experience of Western colleagues, it can be noted that the level of knowledge gained in such groups is noticeably higher than in ordinary correctional classes.

How classes are formed

The occupancy of mixed classes will be regulated by sanitary norms and rules. Here it is assumed that with an average class size of 25 people, there can be 2 students with disabilities. If there are more children with disabilities, the overall class occupancy decreases.

The training program is adjusted individually for a child with psychophysical disabilities, but it is not isolated and understandable to the rest of the students in the class. In addition, it is fully adapted to the general education system, differing little from the usual manner of conducting classes.

It is quite natural that a disabled child will not join the team without preparation, therefore, an inclusive education methodology requires the involvement of:

• educational psychologists;
• defectologists;
• tutors;
• social workers;
• pediatricians;
• speech therapists;
• teaching assistants.

In addition, all school staff (including security personnel) and children are involved in the process. Such programs are of great importance for ordinary students, who will be able to better understand and be more tolerant of people with disabilities.

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Legal and Legislative Regulations

The principles of inclusion are based on the constitutional rights of every citizen of the Russian Federation to receive an education. In particular, the program is based on the following legislative acts:

• article No. 28 of the UN Convention protecting the rights of children;
• Article No. 43 of the Constitution of the Russian Federation;
• Federal Law No. 273 "On Education", adopted on December 29, 2012;
• article 19 of the Federal Law No. 181 "On the Social Protection of the Disabled in the Russian Federation", adopted on November 24, 1995.

Important! All general education and preschool institutions, where inclusive education programs will be introduced, will be guided by state education standards, and taking them as a basis, develop their own methods. Download for viewing and printing:

Basic principles and methods

It should be noted that the introduction of inclusive education has many opponents who believe that students with psychophysical disabilities cannot study in regular classes, and it will be difficult for them to master the standard school curriculum. In addition, some parents believe that if the program is focused on students with disabilities, the level of knowledge gained will be noticeably lower.

This is not true. The practice of introducing inclusive education in Western schools shows that children with disabilities do an excellent job with the school curriculum; moreover, the general level of knowledge in mixed classes is higher than in correctional or general education groups.

This is achieved through the implementation of the following behavioral models:

• individual approach to each child;
• all direct participants are involved in the educational process: teaching staff, children, parents;
• organization of a variable development environment, where everyone is offered equal opportunities;
• trust is built within the team.

The main principles of inclusive education are as follows:

• all people are the same, regardless of mental and physical abilities, therefore, they need full communication;
• the personality of each person is priceless;
• It is common for every person to experience feelings and emotions;
• in society it is important to develop friendly and trusting relationships among peers;
• people feel the need to communicate;
• you can get a quality education only by interacting within the team;
• external differences develop personality in a person.

Important! In general, collaborative learning is aimed at eliminating social inequality and discrimination in the educational environment.

Advantages and disadvantages

The advantages of this form of education for a disabled child are expressed as follows:

1. children go through a standard school curriculum, which provides equal opportunities for employment and full adaptation in society;
2. mixed classes and groups make it possible to fully reveal the potential of a child with psychophysical developmental disabilities: they, along with classmates, participate in various competitions, competitions and festivals;
3. the boundaries of inequality between healthy children and the disabled are being erased, forming a society with equal opportunities and rights for all.

Considering that this practice has not been previously used in Russia, there are a number of significant shortcomings here. In particular:

• there are no qualified specialists, namely, this form of education is based on the training of teaching staff;
• educational institutions are not designed for comfortable education of children with disabilities: there are no ramps and elevators, there is no medical equipment and devices for children with visual impairments;
• there are no teachers capable of working with children with disabilities;
• lack of the necessary material and technical base.

According to the sequence of introduction of the blended form of education, in 2017-2018. 1st and 2nd grades of primary school will be formed on this basis. In some regions, this practice works great, but, given the shortcomings listed, most areas were simply not ready for such innovations in the education system.

Problems of Russian schools

Changes in the education system are mandatory for all regions, so the formation of mixed classes began in many schools, although there were no material and technical opportunities for this.

Consequently, children with disabilities simply could not attend classes: the lack of ramps for the disabled limits the freedom of movement of wheelchair users within the walls of the institution. Moreover, students and teaching staff were not ready for the introduction of inclusive education. The lack of specialized specialists has led to the fact that children with disabilities have not been able to fully integrate into the team, even more abstracting from society.

The result turned out to be the opposite of what was expected: many parents transferred their disabled children to home schooling, which increases isolation and interferes with the normal communication of the child with others.

Attention! The Ministry of Education and the Ministry of Education of the Russian Federation state that in Russia in many regions there are centers / services for psychological, pedagogical, social and medical assistance. Including in order to provide early correctional assistance to children with developmental problems. Most often, such assistance is provided on the basis of inclusive schools and kindergartens. In addition, centers for psychological assistance to parents of children with disabilities will also be established in the near future. The existence of such assistance in a particular region should be found out in the local departments of the Ministry of Education.

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How it happens in world practice

In the United States and a number of European countries, work on the introduction of a blended learning program began in the mid-1970s. Here, three approaches were used aimed at the adaptation of disabled people in society:

• mainstreaming - partial inclusion of disabled children in social activities, where they communicate with their peers at various cultural events;
• integration - teaching children with psychophysical developmental disabilities in regular schools;
• inclusion - re-equipment of educational institutions and adaptation of the school curriculum to the needs of children with disabilities.

Subsequent research in this area has shown that the latter option is more efficient and cost-effective. Currently, European and American schools receive subsidies from the state budget for the implementation of inclusive education, therefore they are vitally interested in attracting more children with disabilities in order to increase the amount of subsidies.

In Russia, such programs are being implemented in 11 regions, based on the positive experience of the Kovcheg blended learning school, opened in 1991 in Moscow.

Watch a video about inclusive education

January 27, 2018, 00:19 Oct 19, 2019 23:22

In accordance with part 1 (hereinafter referred to as the Federal Law "On Education in the Russian Federation"), the content of education and the conditions for organizing the training and education of students with disabilities (hereinafter referred to as HIA) are determined, and for disabled people also in accordance with an individual program for the rehabilitation of a disabled person .

According to part 2, the general education of students with disabilities is carried out in organizations that carry out educational activities on. In such organizations, special conditions are created for the education of these students.

With this in mind, in order to receive general education for children with disabilities in general educational organizations for such children, appropriate adapted basic general education programs (separate documents) should be developed.

Adapted basic general education programs for children with disabilities should be developed taking into account the peculiarities of their psychophysical development and individual capabilities. If necessary, these programs should ensure the correction of developmental disorders and social adaptation of these individuals and take into account the requirements of federal state educational standards for general education by levels of education and (or) federal state educational standards for the education of children with disabilities.

An educational organization must create special conditions for the education of children with disabilities, given that, in accordance with Part 11, when receiving education, students with disabilities are provided free of charge with special textbooks and teaching aids, other educational literature, as well as the services of sign language and sign language interpreters. The specified measure of social support is an expenditure obligation of the constituent entity of the Russian Federation in relation to such students, with the exception of students studying at the expense of the budgetary allocations of the federal budget. For people with disabilities who study at the expense of the federal budget, the provision of these social support measures is an expense obligation of the Russian Federation.

In accordance with part 6, the features of the organization of educational activities for students with disabilities are determined by the federal executive body, which carries out the functions of developing state policy and legal regulation in the field of education, together with the federal executive body, which carries out the functions of developing state policy and regulatory - legal regulation in the field of social protection of the population.

The organization of educational activities for disabled children is carried out on the basis of an individual program for the rehabilitation of a disabled person.

REGULATORY AND LEGAL FRAMEWORK FOR THE EDUCATION OF CHILDREN WITH DISABILITIES

INTERNATIONAL DOCUMENTS

1. "Universal Declaration of Human Rights". Adopted by resolution 217 A (III) of the UN General Assembly on December 10, 1948.

2. "Declaration of the rights of the child." Adopted by General Assembly resolution 1386 (XIV), November 20, 1959.

3. "Convention against Discrimination in Education". Adopted on December 14, 1960 by the UN General Conference on Education, Science and Culture at its eleventh session (ratified by the Decree of the Presidium of the Supreme Soviet of the USSR of July 2, 1962).

4. "Declaration on the Rights of Mentally Retarded Persons". Adopted by General Assembly resolution 2856 (XXVI), December 20, 1971.

5. "Declaration on the Rights of Persons with Disabilities." Adopted by General Assembly resolution 3447 (XXX) of 9 December 1975.

6. World Program of Action for Persons with Disabilities. Adopted by the UN General Assembly on December 3, 1982.

7. "Convention on the Rights of the Child". Adopted by General Assembly resolution 44/25 of 20 November 1989. Entered into force on September 2, 1990.

8. World Declaration for the Survival, Protection and Development of Children. Adopted by the World Summit for Children, New York, 30 September 1990.

10. "Standard Rules for Equal Opportunities for Persons with Disabilities". Adopted by General Assembly resolution 48/96 of December 20, 1993.

11. “Salamanca Declaration on Principles, Policies and Practice in the Education of Persons with Special Needs”, Adopted at the World Conference on Education for Persons with Special Needs: Access to Education and its Quality (Salamanca, Spain, 7-10 June 1994 ).

12. “Convention on the Rights of Persons with Disabilities” (adopted by General Assembly resolution 61/106 of December 13, 2006), art. 24

13. “Implementation of the World Program of Action for Persons with Disabilities: Achieving the Millennium Development Goals for Persons with Disabilities proclaimed - adopted by the UN General Assembly Resolution No. 62/127 of 18.12.2007.

FEDERAL DOCUMENTS

1. The Constitution of the Russian Federation. Section one, chapter 2: Rights and freedoms of man and citizen. Article number 43.

2. Federal Law of the Russian Federation "On Ratification of the Convention on the Rights of Persons with Disabilities", dated May 3, 2012 N 46-FZ.

3. Federal Law of the Russian Federation "On Education in the Russian Federation" No. 273-FZ of December 29, 2012.

4. Law of the Russian Federation "On psychiatric care and guarantees of the rights of citizens in its provision", dated 02.06.1992. No. 3185-1.

5. Federal Law of the Russian Federation "On the social protection of disabled people in the Russian Federation", dated November 24, 1995 No. 18 -FZ.

6. Federal Law of the Russian Federation "On the Basic Guarantees of the Rights of the Child in the Russian Federation", dated 24.07.1998. No. 124-FZ (as amended on July 20, 2000, August 22, December 21, 2004, June 30, 2007).

7. Federal Law of the Russian Federation “On Amendments to Certain Legislative Acts of the Russian Federation on the Issue of Citizens with Disabilities”, dated June 30, 2007 No. 120-FZ.

8. National educational initiative "Our new school" (approved by the President of the Russian Federation D.A. Medvedev on February 4, 2010, Pr-271).

9. The State Program of the Russian Federation "Accessible Environment" for 2011-2015, approved by Decree of the Government of the Russian Federation of March 17, 2011 No. 175.

10. Decree of the Government of the Russian Federation “On the National Strategy for Action in the Interests of Children for 2012-2017” No. 761 dated 06/01/2012.

11. Decree of the President of the Russian Federation of May 7, 2012 No. 599 "On measures to implement state policy in the field of education and science."

DOCUMENTS OF THE GOVERNMENT OF THE RUSSIAN FEDERATION

1. Decree of the Government of the Russian Federation of March 12, 1997 “On approval of the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities” (as amended by Decrees of the Government of the Russian Federation of March 10, 200 No. 212, of December 23, 2002 No. 919).

2. Decree of the Government of the Russian Federation No. 31.07.1998 No. 867 “On Approval of the Model Regulations on an Educational Institution for Children in Need of Psychological, Pedagogical and Medical and Social Assistance” (as amended and supplemented on: 12/23/2002, 08/18/2008, 03/10/2009).

3. Decree of the Government of the Russian Federation of March 10, 2000 N 212 "Typical regulation on a special (correctional) educational institution for students, pupils with disabilities" (as amended by Decree of the Government of the Russian Federation of March 10, 2000 N 212, of December 23, 2002 No. 919, No. 49 dated February 1, 2005, No. 617 dated August 18, 2008, No. 216 dated March 10, 2009).

4. Decree of the Government of the Russian Federation of October 4, 2000 "On the National Doctrine of Education in the Russian Federation".

5. Decree of the Government of the Russian Federation of February 20, 2006 "On the procedure and conditions for recognizing a person as a disabled person."

6. Decree of the Government of the Russian Federation of November 17, 2008 No. 1662-r (as amended on August 08, 2009)

"The concept of long-term socio-economic development of the Russian Federation for the period up to 2020" -

7. Decree of the Government of the Russian Federation of February 7, 2011 N 163-r "On the concept of the Federal Target Program for the Development of Education for 2011-2015".

8. "On the plan of priority measures until 2014 to implement the most important provisions of the National Strategy for Action in the Interests of Children for 2012-2017" - Decree of the Government of the Russian Federation of October 15, 2012 No. 1916-r.

DEPARTMENTAL DOCUMENTS

1. "The concept of reforming the system of special education", adopted by the collegium of the Ministry of Education of the Russian Federation on February 9, 1999.

2. Order of the Ministry of Education of the Russian Federation "On the Approval of the Approximate Regulations for the Class(es) of Compensatory Education in General Educational Institutions" (approved on 08.09.1992 No. 333).

3. Order of the Ministry of Education of the Russian Federation of April 10, 2002 N 29/2065-p "On approval of the curricula of special (correctional) educational institutions for students, pupils with developmental disabilities."

4. Order of the Ministry of Health and Social Development of the Russian Federation

(Ministry of Health and Social Development of Russia) dated August 22, 2005 N 535 Moscow “On approval of the classifications and criteria used in the implementation of medical and social examination of citizens by federal state institutions of medical and social examination”.

5. Order of the Ministry of Health and Social Development of the Russian Federation

(Ministry of Health and Social Development of Russia) dated 04.08.2008. N 379n Moscow "On approval of the forms of an individual rehabilitation program for a disabled person, an individual rehabilitation program for a disabled child, issued by federal state institutions of medical and social expertise, the procedure for their development and implementation."

6. Order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 No. 373 "On approval and implementation of the federal state educational standard for primary general education."

7. Order of the Ministry of Education and Science of the Russian Federation of September 22, 2011 N 2357 Moscow "On Amendments to the Federal State Educational Standard of Primary General Education, approved by Order of the Ministry of Education and Science of the Russian Federation of October 6, 2009 N 373" .

8. Order of the Ministry of Education and Science of Russia dated December 17, 2010 No. 1897 “On approval of the federal state educational standard for basic general education”.

9. Order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413 “On approval of the federal state educational standard of secondary (complete) general education”.

10. Order of the Ministry of Health and Social Development of the Russian Federation

(Ministry of Health and Social Development of Russia) dated August 26, 2010 N 761n Moscow "On approval of the Unified

qualification directory of positions of managers, specialists and employees, section "Qualification characteristics of positions of education workers".

11. Order of the Ministry of Education and Science of the Russian Federation “On approval of the procedure for admitting citizens to general educational institutions” (approved by order of the Ministry of Education of Russia dated February 15, 2012 No. 107.

12. Order of the Ministry of Education and Science of the Russian Federation dated August 30, 2013 No. 1015 “On Approval of the Procedure for Organization and Implementation of Educational Activities in Basic General Education Programs - Educational Programs of Primary General, Basic General and Secondary General Education”.

13. Order of the Ministry of Education and Science of the Russian Federation of September 2, 2013 N 1035 “On the recognition of the letter of the Ministry of Education of the USSR of May 5, 1978 N 28-M “On improving the organization of individual education of sick children at home” as invalid on the territory of the Russian Federation and invalidated letter of the Ministry of Public Education of the RSFSR of November 14, 1988 N 17-253-6 "On the individual education of sick children at home."

14. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated September 20, 2013 No. 1082 Moscow “On Approval of the Regulations on the Psychological, Medical and Pedagogical Commission”.

15. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated

19.12.2014 No. 1598 "On the approval of the Federal State Educational Standard of the IEO for students with disabilities

health."

Letters:

16. Letter from the Ministry of Education of the RSFSR dated 03.06.1988. No. 10-136-6 "On Special Leveling Classes for Children with Mental Retardation".

17. Instructional Letter of the Ministry of Education and Science of the RSFSR dated 30.06.89. No. 17-154-6 "On the direction of recommendations on individual and group remedial classes with students of special schools and alignment classes with mental retardation."

18. Letter from the Ministry of General and Vocational Education dated 04.09.1997. No. 48 "On the specifics of the activities of special (correctional) educational institutions" (as amended on December 26, 200)

19. Letter of the Ministry of Defense of the Russian Federation dated March 27, 2000. No. 27 / 901-6 "On the psychological, medical and pedagogical council (PMPC) in an educational institution."

20. Instructional letter of the Ministry of Defense of the Russian Federation dated 12/14/2000. No. 2 "On the organization of the work of a speech therapy center of a general educational institution."

21. Letter of the Ministry of Defense of the Russian Federation "On the concept of integrated education for persons with disabilities (with special educational needs)", dated 04.26.2001. No. 29/1524-6.

22. Letter of the Ministry of Defense of the Russian Federation dated April 03, 2003 No. 27-2722-6 "On the organization of work with students with a complex defect."

23. Letter of the Department of Special Education of the Ministry of Defense of the Russian Federation dated May 30, 2003 No. 27 / 2881-6 “On uniform requirements for the name and organization of the activities of compensatory education classes and classes for children with mental retardation”.

24. Letter of the Ministry of Defense of the Russian Federation of June 27, 2003 No. 28-51-513/16. Annex to the letter of the Ministry of Defense of the Russian Federation dated June 27, 2003 N 28-51-513 / 16 "Guidelines for the psychological and pedagogical support of students in the educational process in the context of education modernization."

25. Letter of the Ministry of Education and Science of the Russian Federation of 04/06/2004. No. 26/188-bi "On additional measures to respect the right to education of children with disabilities with mental disabilities."

26. Letter of the Ministry of Education and Science of the Russian Federation from the Federal Service for Supervision in the Sphere of Education and Science dated 15.04.2008. No. 01-186 / 08-01 "On the organization of the exam for people with disabilities."

27. Letter of the Ministry of Education and Science of the Russian Federation dated 18.04.2008. No. AF-150/06 "On the creation of conditions for the education of children with disabilities and children with disabilities."

28. Letter of the Federal Service for Supervision of Education and Science dated March 5, 2010 No. 02-52-3 / 10-in “On guidelines for organizing and conducting a unified state exam (USE) for people with disabilities”.

29. Letter of the Ministry of Education and Science of the Russian Federation of April 19, 2011 N 03-255 "On the introduction of the federal state educational standard for general education."

30. Letter of the Ministry of Education and Science of the Russian Federation dated June 7, 2013 No. IR-535/07 “On Correctional and Inclusive Education for Children”.

31. Letter of the Ministry of Defense of the Russian Federation dated 05.09.2013. No. 07-1317 "Implementation of distance education for children-

invalids."

REGIONAL DOCUMENTS

1. The law "On the protection of the rights of children in the Novosibirsk region", adopted by the resolution of the Novosibirsk Regional Council of Deputies dated April 24, 2003. No. 111-OSD.

2. Law “On the Social Protection of the Disabled in the Novosibirsk Region” dated March 12, 1999 No. 45-OZ (as amended by the Laws of the Novosibirsk Region dated March 29, 2010 No. 467-OZ).

3. Law "On the standards for financing state budgetary and autonomous educational institutions of the NSO and municipal budgetary and autonomous educational institutions on the territory of the NSO" dated 15.05.2006. (As amended by the Laws of the NSOO of December 15, 2007 No. 174-OZ, of December 15, 2007 No. 179-OZ, of July 2, 2008 No. 252-OZ, of April 6, 2009 No. 322-OZ).

4. Decree of the Administration of the Novosibirsk Region dated March 12, 2007 N 23-pa “On social support for students and pupils of regional state and municipal health educational institutions of a sanatorium type and special (correctional) educational institutions for children with disabilities (as amended by resolutions administration of the Novosibirsk region dated 06.05.2008 N 130-pa, dated 01.29.2009 N 45-pa, dated 24.02.2009 N 68-pa).

5. Decree of the Administration of the Novosibirsk Region dated 02.05.2007 No. No. 45-pa “On measures of social support for disabled children”.

6. Letter from the Department of Education of the Novosibirsk Region dated 29.09.2009. No. 5352-04-05 / 30, supplement to the letter "On licensing educational institutions for special (correctional) general education programs."

7. Decree of the Government of the Novosibirsk Region dated 11.07.2011 No. No. 301-p "On the approval of Comprehensive measures to modernize the general education system of the Novosibirsk Region in 2011",

8. Decree of the Government of the Novosibirsk Region dated 12.09.2011 No. No. 405-p "On the standards for financing public educational institutions of the Novosibirsk region, implementing the main general education programs of primary general, basic general, secondary (complete) general education."

9. Decree of the Government of the Novosibirsk Region dated 29.09.2011 No. No. 431-p "On amendments

Decree of the Government of the Novosibirsk Region dated 11.07.2011 No. No. 301-p".

10. Decree of the Government of the Novosibirsk Region dated 29.09.2011 No. No. 417-p "On the list and amounts of correction (increasing) coefficients used in calculating the amount of financing

State Educational Institutions of the Novosibirsk Region.

11. Draft Decree of the Government of the Novosibirsk Region, 01.10.2011, “On the standards for financing state educational institutions of the Novosibirsk Region and municipal educational institutions on the territory of the Novosibirsk Region, implementing the main general education programs of primary general, basic general, secondary (complete) general education.”

12. Decree of the Government of the Novosibirsk Region dated 13.12.2011 No. No. 541-p “On the standards for financing public educational institutions of the Novosibirsk Region and municipal educational institutions located on the territory of the Novosibirsk Region, implementing the main general educational programs of primary general, basic general, secondary (complete) general education and the list and sizes of correction (increasing) coefficients used in calculation of the funding volumes of the SEI NSO and municipal educational institutions located on the territory of the NSO, implementing the main general educational programs of primary general, basic general, secondary (complete) general education, applied to the payroll calculated according to the funding standard.

13. Order of the Ministry of Education, Science and Innovation Policy of the Novosibirsk Region dated 06.09. 2011 No. 1451/1549 "On approval of the regulations for the interaction of the child psychiatric service and psychological, medical and pedagogical commissions."

14. Order of the Ministry of Education and Science of the Novosibirsk Region dated 08.09.2011 No. No. 1583 “On the results of the competitive selection of institutions of the Novosibirsk region for the implementation of the regional project “Education and socialization of children with disabilities in the inclusive educational space of the Novosibirsk region”.

15. Guidance letter of MONiIP NSO dated 08.11.2011. No. 5461/30 "On the organization of inclusive education for children with disabilities."

16. Letter of instruction from MONiIP NSO dated 14.12.2011. No. 6164-03 / 30 "On the prevention of violations of the rights of citizens during the diagnostic session and the implementation of the recommendations of the PMPK by educational institutions

17. Letter from MONiIP NSO dated March 26, 2012. "11411-03/30 "On the spending of subsidies for the financial support of the modernization of the municipal system of general education."

18. Order of the Ministry of Education and Science of the Russian Federation dated July 23, 2012 No. 1602 “On approval of exemplary regional basic curricula for state and municipal special (correctional) educational institutions, correctional classes for students, pupils with disabilities of the Novosibirsk region of all types for 2012- 2013; 2013-2014 academic years".

19. Order of the City Hall of Novosibirsk dated 21.12.2012. No. 1940-od "On the procedure for organizing the activities of the city psychological, medical and pedagogical commission."

20. Order of the Ministry of Education and Science of the Novosibirsk Region dated 04.03.2013 No. No. 618 “On Approval of the Departmental Target Program “Development of Education for Children with Disabilities and Children with Disabilities in the Novosibirsk Region for 2013-2015”.

21. Order of the Ministry of Education and Science of the Novosibirsk Region dated 08.11.2013 No. No. 2565 “On the procedure for regulating and formalizing relations between a state educational organization of the Novosibirsk Region and a municipal educational organization and parents (legal representatives) of students in need of long-term treatment, as well as disabled children in terms of organizing training in basic educational programs at home and in medical organizations ".

22. Guidance letter of MONiIP NSO dated 18.12.2013. No. 6032_03 / 25 "On the direction of methodological recommendations." __

Letter of the Department of Special Education of the Ministry of Education of the Russian Federation of May 30, 2003 N 27 / 2881-6 "On uniform requirements for the name and organization of the activities of compensatory education classes and classes for children with mental retardation"

A monitoring study conducted by the Ministry of Education of the Russian Federation in the 2002/2003 academic year revealed the presence in general educational institutions of the Russian Federation of classes of various names (correctional and developmental education, adaptation, health, pedagogical support, alignment, intensive development, increased attention, etc.). This fact was confirmed by the opinion of the participants of the All-Russian conference on the problem "Compensatory and correctional developmental education: tasks and development prospects", held in February, 2003, recorded in the resolution of the conference, brought to the attention of the educational authorities of the constituent entities of the Russian Federation by an information letter dated 18.04. 2003 N 27/2756-6.

In connection with incoming inquiries about the organization of the activities of these classes, the Ministry considers it necessary to clarify the following.

The model regulation on a general education institution, approved by Decree of the Government of the Russian Federation of March 19, 2001 N 196, provides for the opening of compensatory education classes and special (correctional) classes for students with developmental disabilities in general education institutions of the Russian Federation. Functioning in educational institutions of classes of other names is not provided for by the Model Provision.

At the same time, we clarify that the activities of compensatory education classes are currently regulated by the Regulations on Compensatory Education Classes, approved by Order of the Ministry of Education of Russia dated 08.08.92 N 333.

When organizing the work of special (correctional) classes, a general education institution should be guided by the Model Regulations on a special (correctional) educational institution for students, pupils with developmental disabilities, as amended by the Decrees of the Government of the Russian Federation dated 12.03.97 N 288 and dated 10.03.2000 N 212.

The specified Model Provision lists the categories of children for whom special (correctional) institutions and, accordingly, special (correctional) classes of general educational institutions can be created, namely deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech impairments, musculoskeletal system, with mental retardation, for mentally retarded and other children with developmental disabilities.

We clarify that the name of these classes must comply with paragraph 30 of the Model Regulations on a general educational institution. At the same time, the name of a special (correctional) class may indicate its type, depending on deviations in the development of students, pupils, designated as follows: "I type" - for the deaf, "II type" - for the hearing impaired, "III type" - for the blind , "IV type" - for visually impaired, "V type" - for children with severe speech disorders, "VI type" - for children with disorders of the musculoskeletal system, "VII type" - for children with mental retardation, "VIII type - for the mentally retarded. We consider it expedient when organizing the activities of these classes to use the instructional letter of the Ministry of General and Vocational Education of the Russian Federation of 04.09.97 N 48 "On the specifics of the activities of special (correctional) educational institutions of I - VIII types and the order of the Ministry of Education of Russia of 10.04.2002 N 29 / 2065- p "On approval of the curricula of special (correctional) educational institutions for students, pupils with developmental disabilities".

Most often, classes for students with mental retardation are opened in general educational institutions, in which more than 195 thousand children study. When organizing the work of special (correctional) classes of type VII, you can use a package of documents on education in a general educational institution for children with mental retardation, developed by the Moscow Department of Education, approved by the III All-Russian Conference "Compensatory and correctional developmental education: experience, problems, solutions", held in February 2000, and brought to the attention of the educational authorities of the constituent entities of the Russian Federation by an information letter of the Ministry of Education of Russia dated 06.28.2000 N 27 / 1012-6, and a letter of the Ministry of Education of the RSFSR dated 03.06.88 N 10-136-6 "On special classes leveling for children with mental retardation", in part that does not contradict the current standard provisions on general education and special (correctional) general education institutions, instructive letter of the Ministry of General and Vocational Education of the Russian Federation dated 04.09.97 N 48 "On the specifics of the activities of special (correctional) educational institutions of I - VIII types "and the order of the Ministry of Education of Russia dated 10.04.2002 N 29 / 2065-p "On approval of the curricula of special (correctional) educational institutions for students, pupils with developmental disabilities".

Chief of the Office of Special Education

T.V. Volosovets

ON CORRECTIONAL AND INCLUSIVE EDUCATION OF CHILDREN Letter from the Ministry of Education and Science of the Russian Federation
dated June 7, 2013 No. IR-535/07

In connection with the restructuring of educational institutions for children with disabilities, the Russian Ministry of Education and Science sends clarifications of its position in terms of corrective and inclusive children's education.

THEM. REMORENKO

In connection with the appeals of the Deputy of the State Duma of the Federal Assembly of the Russian Federation Lomakin-Rumyantsev A.V. and the collectives of educational institutions of a number of constituent entities of the Russian Federation on the issue of restructuring educational institutions for children with disabilities, taking into account the norms of the Federal Law of December 29, 2012 No. 273 “On Education in the Russian Federation”, which comes into force on September 1, 2013 (hereinafter referred to as the Federal Law), the Department considers it necessary to note the following.

The education of persons with disabilities and the disabled is one of the priorities of the education system of the Russian Federation.

The efforts of the Ministry of Education and Science of Russia are focused on creating an educational environment within the framework of the modernization of Russian education that ensures the availability of quality education for all persons with disabilities and the disabled, taking into account the peculiarities of their psychophysical development and health status.

As part of the development of regulatory legal acts necessary for the implementation of the Federal Law, draft orders of the Ministry of Education and Science of Russia were prepared on the specifics of organizing educational activities for students with disabilities, on establishing the procedure for issuing a certificate of education to people with disabilities who do not have basic general and secondary general education and trained in adaptive basic general education programs, on the establishment of a sample certificate of education issued to persons with disabilities (with various forms of mental retardation), who do not have basic general and secondary general education and studied in adapted basic general education programs (posted on the website: regulation.gov.ru).

According to Article 79 of the Federal Law, the state authorities of the constituent entities of the Russian Federation create separate organizations that carry out educational activities on adaptive basic general education programs for the deaf, hard of hearing, late deaf, blind, visually impaired, with severe speech disorders, with disorders of the musculoskeletal system, with mental retardation development, with mental retardation, with autism spectrum disorders, with complex defects and other students with disabilities.

Currently in Russia there is a differentiated network of specialized educational institutions for the education of children with disabilities. It includes special (correctional) educational institutions for students, pupils with disabilities (schools, boarding schools) (hereinafter - SKOU).

In the last few years, in the constituent entities of the Russian Federation there has been a reduction of 5 percent of the SKOU with a simultaneous increase of 2 percent in the number of students and children brought up in them (as of the beginning of the 2009/2010 academic year, 1804 SKOU functioned in Russia, in which 207 thousand children studied with various disabilities in physical and (or) mental development, in the 2012/2013 academic year, respectively: 1708 - 211 thousand children).

The Ministry of Education and Science of Russia is concerned about the emerging trend towards the fact that the development of forms of education for children with disabilities and children with disabilities in the regions is not always planned, consistent, and often not accompanied by the creation of the necessary conditions. Some subjects of the Russian Federation are unjustifiably oriented towards reducing the network of special (correctional) educational institutions. During the specified period of time, educational activities from 1 to 3 SKOUs were terminated in most constituent entities of the Russian Federation, in the Khabarovsk Territory - 4, in the Kaliningrad Region - 5, in the Ivanovo Region - 6, in the Krasnoyarsk Territory - 7, in the Tver Region - 8, in the Perm Territory - 9, Sverdlovsk region - 10, Krasnodar region - 14, Novgorod region - 18.

The main directions of organizing joint education of children with disabilities and peers who do not have developmental disabilities are reflected in the recommendations of the Russian Ministry of Education and Science on creating conditions for education of children with disabilities and children with disabilities in a constituent entity of the Russian Federation, which were sent to the heads of executive authorities subjects of the Russian Federation exercising management in the field of education, in April 2008 (letter dated April 18, 2008 No. AF-150/06).

Regional programs aimed at developing the education of children in this category, including their integration into the regular educational environment, are developed and implemented taking into account these recommendations.

Currently, within the framework of the state program of the Russian Federation "Accessible Environment" for 2011-2015, approved by the Decree of the Government of the Russian Federation dated November 26, 2012 No. 2181-r (hereinafter referred to as the Program), measures are being taken to equip ordinary educational institutions with special equipment and devices for unhindered access and education of disabled children, including those with visual, hearing, and musculoskeletal disorders.

The implementation of the Program activities will allow within 5 years (in 2011-2015) to create conditions for unhindered access for disabled people, joint education of disabled children and children without developmental disabilities, only in 20 percent of the total number of general education schools.

In this regard, the Department draws the attention of the executive authorities of the constituent entities of the Russian Federation that manage in the field of education to the fact that inclusive (integrated) education of children with disabilities should not become an end in itself, much less acquire a formal character - inclusion (integration) for the sake of inclusion (integration). ).

The development of inclusive (integrated) forms of education for people with disabilities should be carried out gradually, based on the planning and implementation of a set of measures to ensure compliance with the requirements for the organization of this activity (including the availability of an appropriate material base, special educational programs, training of teaching staff, explanatory work with students and their parents). ). Otherwise, such a measure will not only fail to ensure the full inclusion (integration) of students with disabilities, but will also negatively affect the quality of work of educational institutions with other students.

The development of joint education of disabled and healthy students does not mean a rejection of the best achievements of the Russian system of special (correctional) educational institutions.

The issue of choosing an educational and rehabilitation route for a disabled child, including determining the form and degree of his inclusion (integration) into the educational environment, should be decided by psychological, medical and pedagogical commissions based primarily on the needs, developmental characteristics and capabilities of the child, with the direct participation of his parents.

The Department considers it necessary to pay attention to the functioning of the existing network of special (correctional) educational institutions, taking into account the fact that for some children it is more appropriate to study in a special (correctional) educational institution. Such institutions at the present stage can perform the functions of educational and methodological (resource) centers that provide methodological assistance to pedagogical workers of educational institutions, psychological and pedagogical assistance to children and their parents, and coordinate the work in this direction of the education system of the constituent entity of the Russian Federation.

Department Director
E.A. SILYANOV.

Children with disabilities (with disabilities) make up a significant proportion of the total number of underage citizens of Russia. This group of children includes blind, visually impaired, deaf, hard of hearing, with severe speech disorders, disorders of the musculoskeletal system, mental retardation, mental retardation and other complex defects. According to the current legislation, children with disabilities have exactly the same right to education as their healthy peers. It is access to education that gives this category of young citizens the opportunity for successful socialization, full participation in various spheres of human society and, ultimately, the maximum possible realization of their potential. For more effective education of children with disabilities, there are correctional schools and other specialized institutions, an inclusive environment is being created in educational institutions. Due to the state of health, these children need special conditions for mastering educational programs and the participation of teachers and educators who can work with children who have serious illnesses. A teacher involved in teaching children with disabilities has to deal not only with teaching activities, but also closely interact with representatives of related specialties (doctors, speech therapists, defectologists, psychologists), and with all subjects of the educational process, take into account all the features of their wards, and provide support to the family. The effectiveness of teaching children with disabilities almost completely depends on the professionalism of the teacher working with them.

The Interregional Academy of Additional Professional Education (MADPO) provides an opportunity take correspondence courses for professional retraining under the program "Education of children with disabilities". Teaching is conducted entirely remotely. The course program fully complies with the Federal State Educational Standard. Teachers who have already received higher or secondary specialized education can become students of the courses. At the end of the training, students will have a final certification, in case of its successful completion, a standard diploma is issued, which makes it possible to immediately start working as a specialist in teaching children with disabilities.

Professional retraining course program

During the training, students of professional retraining courses will gain knowledge on the following issues:

• Medico-psychological aspects of pedagogical work with "special" children.
• Modern achievements in the field of education of children with disabilities in specialized institutions and the method of inclusive education.
• Creation of a correctional environment, organization of technical support for the education process.
• Pedagogical technologies used in teaching children with disabilities.
• Professional skills and important psychological qualities of a teacher-specialist in working with children with disabilities.
• Formation of a friendly attitude towards children with disabilities in an educational institution and in the family.

Conditions for training in vocational retraining courses

• For those wishing to become students of professional retraining courses at MADPO, there are no entrance tests, it is enough to provide a diploma of graduation from a university or college.
• MADPO implements distance learning, which allows students to undergo high-quality professional retraining while in Moscow or any region of the Russian Federation.
• Students get the opportunity to use an extensive modern database of scientific and methodological materials, learn from highly qualified teachers, independently test their knowledge using interactive testing.
• The document as a result of training is a diploma of the established form on the passage of professional retraining under the program "Education of children with disabilities".

Teaching children with disabilities

Perhaps this information will be useful to teachers working in the system of remedial education. It contains information about the principles of teaching, methods and techniques of working with such students.

The problems of special education today are among the most urgent in the work of all departments of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions. This is due, first of all, to the fact that the number of children with disabilities and children with disabilities is steadily growing. Currently, there are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are children with disabilities. In addition to the growth in the number of almost all categories of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, the complex nature of disorders in each individual child.

The education of children with disabilities and children with disabilities provides for the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with ordinary children for education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation.
Getting children with disabilities and children with disabilities education is one of the main and indispensable conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social activities.
In this regard, ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.
The Constitution of the Russian Federation and the Law “On Education” state that children with developmental problems have equal rights to education with everyone. The most important task of modernization is to ensure the availability of quality education, its individualization and differentiation, the systematic increase in the level of professional competence of teachers of correctional and developmental education, as well as the creation of conditions for achieving a new modern quality of general education.

FEATURES OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES.
Children with disabilities are children whose health condition prevents the development of educational programs outside the special conditions of education and upbringing. The group of schoolchildren with disabilities is extremely heterogeneous. This is determined primarily by the fact that it includes children with various developmental disorders: impaired hearing, vision, speech, musculoskeletal system, intellect, with pronounced disorders of the emotional-volitional sphere, with delayed and complex developmental disorders. Thus, the most important priority in working with such children is an individual approach, taking into account the specifics of the psyche and health of each child.
Special educational needs differ in children of different categories, since they are set by the specifics of mental development disorders and determine the special logic of building the educational process, are reflected in the structure and content of education. Along with this, it is possible to single out needs that are special in nature, inherent in all children with disabilities:
- begin special education of the child immediately after the detection of a primary developmental disorder;
- to introduce special sections into the content of the child's education that are not present in the education programs of normally developing peers;
- use special methods, techniques and teaching aids (including specialized computer technologies) that ensure the implementation of "workarounds" of learning;
- individualize learning to a greater extent than is required for a normally developing child;
- provide a special spatial and temporal organization of the educational environment;
- maximize the educational space beyond the educational institution.
General principles and rules of corrective work:
1. Individual approach to each student.
2. Prevention of the onset of fatigue, using a variety of means for this (alternating mental and practical activities, presenting material in small doses, using interesting and colorful didactic material and visual aids).
3. The use of methods that activate the cognitive activity of students, develop their oral and written speech and form the necessary learning skills.
4. Manifestation of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, the development of faith in his own strengths and capabilities.
Effective methods of corrective impact on the emotional and cognitive sphere of children with developmental disabilities are:
- game situations;
- didactic games that are associated with the search for specific and generic features of objects;
- game trainings that contribute to the development of the ability to communicate with others;
- psycho-gymnastics and relaxation, allowing you to relieve muscle spasms and clamps, especially in the face and hands.

The majority of students with disabilities have an insufficient level of cognitive activity, immaturity of motivation for learning activities, a reduced level of efficiency and independence. Therefore, the search and use of active forms, methods and techniques of teaching is one of the necessary means of increasing the effectiveness of the correctional and developmental process in the work of a teacher.
The goals of school education, which are set before the school by the state, society and the family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child's potential, the creation of favorable conditions for the realization of his natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find their place, show initiative and independence, freely realize their abilities and educational needs, is optimal for achieving these goals. The inclusion of active teaching methods in the educational process allows you to create such an environment both in the classroom and in extracurricular activities, including for children with disabilities.
Rapidly developing changes in society and the economy today require a person to be able to quickly adapt to new conditions, find optimal solutions to complex issues, showing flexibility and creativity, not get lost in a situation of uncertainty, and be able to establish effective communications with different people.
The task of the school is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that allow him to feel confident in independent life.
Traditional reproductive education, the passive subordinate role of the student, cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organization of the educational process, active teaching methods are required.
Cognitive activity is the quality of the student's activity, which is manifested in his attitude to the content and process of learning, in the desire for effective mastery of knowledge and methods of activity in the optimal time.
One of the basic principles of teaching in general and special pedagogy is the principle of consciousness and activity of students. According to this principle, "learning is effective only when students show cognitive activity, are the subjects of learning." As Yu. K. Babansky pointed out, the activity of students should be aimed not just at memorizing the material, but at the process of independently obtaining knowledge, researching facts, identifying errors, and formulating conclusions. Of course, all this should be done at a level accessible to students and with the help of a teacher.
The level of students' own cognitive activity is insufficient, and in order to increase it, the teacher needs to use means that contribute to the activation of learning activities. One of the features of students with developmental problems is the insufficient level of activity of all mental processes. Thus, the use of means of enhancing educational activity in the course of training is a necessary condition for the success of the learning process for students with disabilities.
Activity is one of the most important characteristics of all mental processes, which largely determines the success of their course. Increasing the level of activity of perception, memory, thinking contributes to greater efficiency of cognitive activity in general.
When selecting the content of classes for students with disabilities, it is necessary to take into account, on the one hand, the principle of accessibility, and on the other hand, not to oversimplify the material. The content becomes an effective means of activating educational activity if it corresponds to the mental, intellectual capabilities of children and their needs. Since the group of children with disabilities is extremely heterogeneous, the task of the teacher is to select the content in each specific situation and methods and forms of organization of education that are adequate to this content and the abilities of students.
The next very important means of activating the teachings are the methods and techniques of teaching. It is through the use of certain methods that the content of training is realized.
The term "method" comes from the Greek word "metodos", which means a way, a way to move towards the truth, towards the expected result. In pedagogy, there are many definitions of the concept of "teaching method". These include the following: “teaching methods are methods of interconnected activity of a teacher and students aimed at solving a complex of tasks of the educational process” (Yu. K. Babansky); “Methods are understood as a set of ways and means of achieving goals, solving the problems of education” (IP Podlasy).
There are several classifications of methods that differ depending on the criterion that is the basis. The most interesting in this case are two classifications.
One of them, proposed by M. N. Skatkin and I. Ya. Lerner. According to this classification, methods are distinguished depending on the nature of cognitive activity, the level of activity of students.

It includes the following methods:
explanatory-illustrative (information-receptive);
reproductive;
partially search (heuristic);
problem presentation;
research.
Another, the classification of methods for the organization and implementation of educational and cognitive activities; methods of its stimulation and motivation; methods of control and self-control, proposed by Yu. K. Babansky. This classification is represented by three groups of methods:
methods of organization and implementation of educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, labor activities, etc.); reproductive and problem-search (from particular to general, from general to particular), methods of independent work and work under the guidance of a teacher;
methods of stimulating and motivating educational and cognitive activity: methods of stimulating and motivating interest in learning (the whole arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, motivation for learning), methods of stimulating and motivating duty and responsibility in learning;
methods of control and self-control over the effectiveness of educational and cognitive activity: methods of oral control and self-control, methods of written control and self-control, methods of laboratory and practical control and self-control.
The most acceptable methods in the practical work of a teacher with students with disabilities are explanatory and illustrative, reproductive, partially search, communicative, information and communication; methods of control, self-control and mutual control.
The group of search and research methods provides the greatest opportunities for the formation of cognitive activity among students, but for the implementation of problem-based learning methods, a sufficiently high level of formation of the ability of students to use the information provided to them, the ability to independently look for ways to solve the problem is required. Not all younger students with disabilities have such skills, which means that they need additional help from a teacher and a speech therapist. It is possible to increase the degree of independence of students with disabilities, and especially children with mental retardation, and introduce tasks into training based on elements of creative or search activity only very gradually, when a certain basic level of their own cognitive activity has already been formed.
Active learning methods, game methods are very flexible methods, many of them can be used with different age groups and in different conditions.
If a game is a habitual and desirable form of activity for a child, then it is necessary to use this form of organization of activity for learning, combining the game and the educational process, more precisely, using the game form of organizing students' activities to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective mastering of the educational program by schoolchildren, which is important not only for schoolchildren with speech disorders, but also especially important for schoolchildren with disabilities.
The role of motivation in the successful education of children with disabilities cannot be overestimated. Conducted studies of students' motivation have revealed interesting patterns. It turned out that the value of motivation for successful study is higher than the value of the student's intellect. High positive motivation can play the role of a compensating factor in the case of insufficiently high student abilities, but this principle does not work in the opposite direction - no abilities can compensate for the absence of a learning motive or its low severity and ensure significant academic success. The possibilities of various teaching methods in the sense of activating educational and educational-industrial activities are different, they depend on the nature and content of the corresponding method, methods of their use, and the skill of the teacher. Each method is made active by the one who uses it.
The concept of "training method" is closely related to the concept of method. Teaching methods are specific operations of interaction between a teacher and a student in the process of implementing teaching methods. Teaching methods are characterized by the subject content, the cognitive activity organized by them and are determined by the purpose of application. The real activity of learning consists of separate techniques.
In addition to methods, forms of organizing training can act as a means of activating learning activities. Speaking about various forms of education, we mean “special constructions of the learning process”, the nature of the interaction between the teacher and the class and the nature of the presentation of educational material in a certain period of time, which is determined by the content of the training, methods and activities of students.
The lesson is a form of organization of joint activities of the teacher and students. During the lesson, the teacher can use various teaching methods and techniques, selecting the most relevant to the content of the training and the cognitive abilities of students, thereby contributing to the activation of their cognitive activity.
To enhance the activities of students with disabilities, you can use the following active teaching methods and techniques:
1. The use of signal cards when performing tasks (on the one hand, it shows a plus, on the other, a minus; circles of different colors according to sounds, cards with letters). Children perform the task, or evaluate its correctness. Cards can be used when studying any topic in order to test students' knowledge, identify gaps in the material covered. Their convenience and efficiency lies in the fact that the work of each child is immediately visible.
2. Using inserts on the board (letters, words) when completing a task, solving a crossword puzzle, etc. Children really like the competitive moment during this type of task, because in order to attach their card to the board, they need to answer correctly to a question, or to perform the proposed task better than others.
3. Knots for memory (compilation, recording and hanging on the board of the main points of studying the topic, conclusions that need to be remembered).
This technique can be used at the end of the study of the topic - to consolidate, summarize; during the study of the material - to assist in the performance of tasks.
4. The perception of the material at a certain stage of the lesson with closed eyes is used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; to set children up for a lesson after vigorous activity (after a physical education lesson), after completing a task of increased difficulty, etc.
5. Using the presentation and fragments of the presentation during the lesson.
The introduction of modern computer technologies in school practice makes it possible to make the work of the teacher more productive and efficient. The use of ICT organically complements the traditional forms of work, expanding the possibilities of organizing interaction between the teacher and other participants in the educational process.
Using a presentation creation program seems to be very convenient. On the slides you can place the necessary picture material, digital photographs, texts; you can add music and voice accompaniment to the demonstration of the presentation. With this organization of the material, three types of children's memory are included: visual, auditory, motor. This allows you to form stable visual-kinesthetic and visual-auditory conditioned reflex connections of the central nervous system. In the process of corrective work on their basis, children form the correct speech skills, and in the future, self-control over their speech. Multimedia presentations bring a visual effect to the lesson, increase motivational activity, and contribute to a closer relationship between the speech therapist and the child. Thanks to the sequential appearance of images on the screen, children are able to perform exercises more carefully and fully. The use of animation and surprise moments makes the correction process interesting and expressive. Children receive approval not only from a speech therapist, but also from the computer in the form of pictures-prizes, accompanied by sound design.
6. The use of picture material to change the type of activity during the lesson, the development of visual perception, attention and memory, the activation of vocabulary, the development of coherent speech.
7. Active methods of reflection.
The word reflection comes from the Latin "reflexior" - turning back. The Explanatory Dictionary of the Russian Language interprets reflection as reflection on one's inner state, introspection.
In modern pedagogical science, reflection is usually understood as introspection of activity and its results.
In pedagogical literature, there is the following classification of types of reflection:
1) reflection of mood and emotional state;
2) reflection of the content of the educational material (it can be used to find out how students realized the content of the material covered);
3) reflection of activity (the student must not only understand the content of the material, but also comprehend the methods and techniques of his work, be able to choose the most rational ones).
These types of reflection can be carried out both individually and collectively.
When choosing one or another type of reflection, one should take into account the purpose of the lesson, the content and difficulties of the educational material, the type of lesson, the methods and methods of teaching, the age and psychological characteristics of students.
In the classroom, when working with children with disabilities, reflection of mood and emotional state is most often used.
The technique with various color images is widely used.
Students have two cards of different colors. They show the card according to their mood at the beginning and end of the session. In this case, it is possible to trace how the emotional state of the student changes during the lesson. The teacher should definitely clarify the changes in the child's mood during the lesson. This is valuable information for reflection and adjustment of their activities.
“Tree of feelings” - students are invited to hang red apples on a tree if they feel good, comfortable, or green if they feel discomfort.
"Sea of ​​Joy" and "Sea of ​​Sadness" - let your boat into the sea according to your mood.
Reflection at the end of the lesson. The most successful at the moment is the designation of the types of tasks or stages of the lesson with pictures (symbols, various cards, etc.), which help children at the end of the lesson to update the material covered and choose the stage of the lesson they like, remember, the most successful for the child, attaching their own picture.
All of the above methods and techniques of organizing training to one degree or another stimulate the cognitive activity of students with disabilities.
Thus, the use of active teaching methods and techniques increases the cognitive activity of students, develops their creative abilities, actively involves students in the educational process, stimulates the independent activity of students, which equally applies to children with disabilities.
The variety of existing teaching methods allows the teacher to alternate between different types of work, which is also an effective means of activating learning. Switching from one type of activity to another prevents overwork, and at the same time does not allow you to be distracted from the material being studied, and also ensures its perception from different angles.
Activation tools must be used in a system that, by combining properly selected content, methods and forms of organization of education, will stimulate various components of educational and correctional development activities for students with disabilities.
Application of modern technologies and methods.

Currently, an urgent problem is the preparation of schoolchildren for life and work in the new socio-economic conditions, in connection with which there is a need to change the goals and objectives of the correctional education of children with disabilities.
An important place in the educational process is occupied by the correctional-developing model of education (Khudenko E.D.), which provides schoolchildren with comprehensive knowledge that performs a developing function.
In the author's method of remedial education, the emphasis is on the following aspects of the educational process:
- development of a compensation mechanism for a student with disabilities through the educational process, which is built in a special way;
- formation of a system of knowledge, skills and abilities, defined by the Program, in the context of the development of an active life position in a student, to professional career guidance, development of future prospects;
- development by the student of a set of models of educational / extra-curricular behavior, providing him with successful socialization corresponding to a certain age category.
As a result of correctional and developmental education, there is an overcoming, correction and compensation of violations of the physical and mental development of children with intellectual disabilities.
For the development of a child's personality as a whole, correctional and developmental lessons play a very important role. These are lessons during which training information is worked out from the standpoint of the maximum activity of the work of all analyzers (vision, hearing, touch) of each individual student. Correction-developing lessons contribute to the work of all higher mental functions (thinking, memory, speech, perception, attention) aimed at solving the goals and objectives of the lesson. The principles of technology are at the heart of correctional and developmental lessons:
The principle of developing the dynamism of perception involves the construction of training (lessons) in such a way that it is carried out at a sufficiently high level of difficulty. This is not about complicating the program, but about developing such tasks, in the performance of which the student encounters some obstacles, the overcoming of which will contribute to the development of the student, the disclosure of his capabilities and abilities, the development of a mechanism for compensating various mental functions in the process of processing this information.

For example, in a lesson on the topic “Declination of nouns”, the task is given “divide the given words into groups, add the word to the desired group”.
Based on the constant active inclusion of inter-analyzer connections, an effectively responsive system for processing information that comes to the child develops. For example, in a literature lesson, the task is given "Find a passage in the text that is shown in the illustrations." which contributes to the dynamism of perception and allows you to constantly exercise in information processing. Dynamism of perception is one of the main properties of this process. There is also “meaningfulness” and “constancy”. These three characteristics are the essence of the process of perception.
The principle of productive information processing is as follows: training is organized in such a way that students develop the skill of transferring information processing methods and thereby developing a mechanism for independent search, choice and decision making. We are talking about how, in the course of training, to develop in the child the ability of an independent adequate response.

For example, when studying the topic “Word composition”, the task is given - “Collect the word” (Take the prefix from the first word, the root from the second, the suffix from the third, the ending from the fourth).
The principle of development and correction of higher mental functions involves the organization of training in such a way that during each lesson various mental processes are exercised and developed. To do this, it is necessary to include special corrective exercises in the content of the lesson: for the development of visual attention, verbal memory, motor memory, auditory perception, analytical and synthetic activity, thinking, etc. For example,
for concentration of attention I give the task “Do not miss the mistake”;
to a verbal-logical generalization - "What time of the year is described in the poem, how was it determined?" (animal, tree, etc.).
on auditory perception - "Correct the wrong statement."
The principle of motivation for learning is that tasks, exercises, etc. should be interesting to the student. The entire organization of training is focused on the voluntary inclusion of the student in the activity. To do this, I give creative and problematic tasks, but corresponding to the capabilities of the child.
Sustained interest in learning activities among mentally retarded students is formed through travel lessons, game lessons, quiz lessons, research lessons, meeting lessons, plot lessons, creative task defense lessons, through the involvement of fairy-tale characters, game activities, extracurricular activities. and the use of various methods.
Information resources allow to achieve a high level of effectiveness of lessons. In the office there are disks on theoretical and practical sections of the Russian language, with test tasks. The use of computer disks in Russian language lessons allows students to better perceive the teacher's explanations, learn a lot of new information, test their knowledge and skills with the help of tests.
Health is a state of complete physical, mental and social well-being, and not just the absence of diseases or physical defects, therefore, I use health-saving technologies both in class activities and in extracurricular activities.
In their practical activities, it is important to ensure the strengthening of the mental health of students, using:
- Methods for preventing and correcting psycho-emotional stress in children (Warm-up during intense intellectual activity, musical rhythmic gymnastics).
- Exercises to relieve nervous tension in children ("Balloon". "Artistic squat", "Curious Barbara" (relaxation of the muscles of the neck), "Lemon" (relaxation of the muscles of the arms), "Elephant" (relaxation of the muscles of the legs), "Icicle" (quick removal of strong emotional and physical stress), "Silence" (relaxation of the whole organism), "Bell", "Blow out the candle", "Summer day", "Fly").
- Exercises for the development of the emotional sphere (“Humpty Dumpty”, “Relaxation”, “Gymnastics”, “Good mood”, “Let's sing”, “Two cockerels quarreled”, “Needle and thread”, “Dragon bites its tail”, “ Lisonka, where are you?”, “Listen to the command”, “I didn’t know!”, “Take and pass”, “Thinking”).