Introduction…………………………………………………………………….….….3

Chapter 1 School for children with severe speech disorders (Type V)……..……4

Chapter 2 Characteristics of children with severe speech disorders…………..…...6

Chapter 3 Psychological and pedagogical features of children with severe speech disorders………………………………………………………………….11

Chapter 4 Difficulties in mastering coherent speech in children with TNR……….………13

Conclusion……………………………………………………………….……....16

Bibliographic list…………………………………………………..…17

Introduction

Evidence-based ideas about the forms and types of speech disorders are the initial conditions for the development effective methods overcoming them. Throughout the history of the development of speech therapy, researchers have sought to create a classification of speech disorders, covering all their diversity. But even now the problem of classification remains one of the most relevant not only speech therapy, but also others. scientific disciplines. In domestic speech therapy, there are two classifications of speech disorders, one is clinical and pedagogical, the second is psychological and pedagogical, or pedagogical (according to R.E. Levina).

Phonetic-phonemic underdevelopment of speech - a violation of the processes of formation of the pronunciation system mother tongue in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

General underdevelopment of speech - various complex speech disorders in which the formation of all components of the speech system related to the sound and semantic side is disrupted.

Underdevelopment can be expressed in varying degrees: from the absence of speech or its babble state to expanded, but with elements of phonetic and lexical and grammatical underdevelopment. Depending on the degree of formation of speech means in a child, general underdevelopment is divided into three levels.

The system of speech therapy work to eliminate various forms of speech disorders is differentiated, taking into account the many factors that determine it. A differential approach is based on taking into account the etiology, mechanisms, symptoms of disorders, the structure of the speech defect, the age and individual characteristics of the child. In the process of correcting speech disorders, general and specific patterns of development of abnormal children are taken into account.

Chapter 1 School for Children with Severe Speech Disorders (Type V)

School for children with severe speech disorders - a type of special school institution intended for children suffering from alalia, aphasia, rhinolalia, dysarthria, stuttering with normal hearing and initially intact intelligence. Successful formation of speech and assimilation of the training program for this contingent of children is effective only in a special-purpose school, where a special system of corrective influence is used.

Initially, these schools provided education in the amount of 4 classes of a mass school.

Along with the tasks of a general education school of a general type in this institution, specific tasks are put forward:

1. overcoming various types of violations of oral and written speech;

2. elimination of the peculiarities of mental development associated with them in the process of correctional and educational work during school and extracurricular time;

3. vocational training.

The school consists of two departments.

Children with a diagnosis of alalia, aphasia, dysarthria, rhinolalia, stuttering, who have a severe general underdevelopment of speech that hinder education in a comprehensive school, are admitted to the I department of the school. When completing classes, first of all, the level of speech development and the nature of the primary defect are taken into account.

The second department enrolls children suffering from a severe form of stuttering with normal development of speech.

In departments I and II educational process is carried out in accordance with the level of education of the programs of the two departments. In the I department - I stage - initial general education with a standard development period - 4 - 5 years; Level II - basic general education with a standard period of development - 6 years.

The class size limit is 12 people.

Graduates of special schools receive a certificate of incomplete secondary education.

The educational process provides for a large number of hours for industrial and labor training. At the same time, two tasks are solved: work as an important correctional and educational means of overcoming defects in the development and formation of personality, and as the main condition for preparing children with deviations in psychophysical development for life and work in society.

Correction of violations of speech and writing in students is carried out systematically throughout the entire educational process, but to the greatest extent in the lessons of the native language. In this regard, special sections are highlighted: pronunciation, speech development, literacy, phonetics, grammar, spelling and speech development, reading and speech development.

Overcoming various manifestations of children's speech defects is provided by a combination of frontal (lesson) and individual forms of work.

Chapter 2 Characteristics of children with severe speech disorders

Speech disorders in children of groups with TNR can be classified and codified as follows: expressive speech disorder (motor alalia); receptive speech disorder (sensory alalia); acquired aphasia with epilepsy (children's aphasia); developmental disorders of speech and language, unspecified (uncomplicated variant of general underdevelopment of speech - OHP of unexplained pathogenesis); stuttering.

Motor alalia - the absence or underdevelopment of expressive (active) speech with a fairly intact understanding of speech due to an organic lesion of the speech zones of the cerebral cortex in the prenatal or early period of speech development. With motor alalia, the operations of programming, selection, synthesis are not formed in children. language material in the process of generating a linguistic utterance.

Motor alalia is caused by a complex of various causes of an endogenous and exogenous nature (toxicosis of pregnancy, various somatic diseases of the mother, pathological childbirth, birth trauma, asphyxia).

The main manifestations of motor alalia are:

Delay in the rate of normal language acquisition (the first words appear at 2-3 years old, phrases - by 3-4 years old, some children have a complete absence of speech up to 4-5 years of age);

The presence of varying degrees of severity of violations of all subsystems of the language (lexical, syntactic, morphological, phonemic, phonetic);

Satisfactory understanding of addressed speech (in the case of gross underdevelopment of speech, there may be difficulties in understanding complex structures, various grammatical forms, but at the same time, understanding of everyday speech is preserved).

The manifestations of motor alalia vary widely: from the complete absence of expressive speech to minor violations of any subsystem. In this regard, there are three levels of speech development in motor alalia:

The first level (OHP level I) is characterized by the absence of speech means of communication or a babble state of speech;

The second level (OHP level II) is characterized by the implementation of communication through the use of a constant, although distorted and limited stock of commonly used words;

The third level (ONR Sh ur.) is characterized by the presence of extended phrasal speech with elements of lexical-grammatical and phonetic-phonemic underdevelopment of speech.

Identification of the levels of speech development in motor alalia is necessary for the implementation of a differentiated approach in speech therapy work and for the staffing of special institutions.

Sensory alalia is a violation of the understanding of speech (impressive speech) due to damage to the cortical section of the speech-auditory analyzer.

Sensory alalia is characterized by a violation of speech understanding with intact hearing and initially intact intelligence. The child hears, but does not understand the addressed speech, because. he has a lack of analysis and synthesis of sound stimuli entering the cerebral cortex.

A child with sensory alalia understands individual words, but loses their meaning against the background of a detailed statement, does not understand instructions, words outside a specific situation. In the case of gross violations, the child does not understand the speech of others at all, does not differentiate noises of a non-verbal nature. With sensory alalia, expressive speech is also grossly distorted. There is a phenomenon of alienation of the meaning of words, echolalia (mechanical repetition of words and phrases after the speaker), sometimes incoherent reproduction of all the words known to the child (logorrhoea). Characterized by increased speech activity against the background of reduced attention to the speech of others and lack of control over one's own speech.

Childhood aphasia is a complete or partial loss of speech due to brain damage (trauma, inflammatory processes or infectious diseases of the brain that occur after the age of 3-5 years).

The nature of a speech disorder largely depends on the degree of formation of speech before the moment of the lesion. Aphasia in children is most often sensorimotor in nature, in which all types of speech activity are systemically disturbed.

General underdevelopment of speech is a speech disorder in which the formation of all components of the speech system related to its sound and semantic side is impaired, with normal hearing and intelligence.

Symptoms of OHP include late onset of speech development, limited vocabulary, agrammatism, and defects in sound pronunciation. This underdevelopment can be expressed in different degrees. There are three levels of speech development:

The first level (OHP level I) is characterized by the almost complete absence of verbal means of communication or their very limited development. In children at the first level of speech development, the active vocabulary consists of a small number of indistinctly pronounced everyday words, onomatopoeia and sound complexes. Words and their substitutes are used to denote only specific objects and actions. Children make extensive use of gestures and facial expressions. Speech lacks morphological elements to convey grammatical relationships. The speech of the child is understandable to others only in a specific situation.

The second level (OHP level II) is characterized by an increase in the speech activity of children. They have phrasal speech. But the phrase remains phonetically and grammatically distorted. The vocabulary is more varied. In spontaneous speech, various lexical and grammatical categories of words are noted: nouns, verbs, adjectives, adverbs, pronouns, some prepositions and conjunctions. A pronounced agrammatism remains characteristic. Along with errors of a word-formation nature, there are difficulties in the formation of generalizing and abstract concepts, a system of synonyms and antonyms, there are semantic (semantic) replacements of words. Coherent speech is characterized by insufficient transmission of semantic relationships and can be reduced to a simple enumeration of the events and objects seen. Children can answer questions on the picture related to familiar objects and phenomena of the world around them.

The third level (ONR Sh ur.) is characterized by extended phrasal speech with elements of underdevelopment of vocabulary, grammar and phonetics. Typical for this level is the use by children of simple common sentences, as well as some types of complex sentences. In this case, their structure may be violated. In the active dictionary, nouns and verbs predominate, there are not enough words denoting qualities, signs, states of objects, word formation suffers, and it is difficult to select words with the same root. The grammatical structure is characterized by errors in the use of prepositions, in agreement various parts speech. The sound pronunciation of children does not correspond to the age norm: they do not differentiate close sounds, distort both the sound and syllabic structure of words. A coherent speech statement of children is characterized by a lack of clarity, consistency of presentation, it reflects the external side of phenomena and does not take into account cause-and-effect and temporal relationships between objects and phenomena. The conditional upper limit of the III level is defined as an unsharply expressed general underdevelopment of speech (NVONR).

Taking into account the level of speech development is of fundamental importance for building a corrective educational route for a child with ONR (including for choosing the type of correctional institution, the form and duration of classes)

Stuttering is a disorder of the tempo, rhythm and fluency of speech, caused by the occurrence of convulsive spasms in the muscles that are involved in the act of speech. The main phenomenon of stuttering is convulsions.

Symptoms of stuttering are represented by two groups of symptoms:

Physiological symptoms - convulsions, disorders of the central nervous system, physical weakness, disorders of general and speech motility

Psychological symptoms - speech stutters, other associated speech disorders (OHP, dyslalia, dysarthria, etc.), fixation on a defect, tricks, logophobia (fear of speech).

In modern speech therapy, two forms of stuttering are distinguished - neurotic and neurosis-like.

Neurotic stuttering occurs after a psychotrauma (acute or long-acting) in a child of a fearful, easily vulnerable child, more often between the ages of 2 and 5 years. At the same time, there are no violations of general and speech motility, speech develops in accordance with the age norm. With a neurotic form, stuttering is undulating.

Neurosis-like stuttering occurs against the background of an early diffuse organic lesion of the central nervous system at the time of intensive formation of phrasal speech for no apparent reason. At the same time, there are violations of general and articulatory motility, often there is a delay in speech development, and then ONR, other concomitant speech disorders. The course of stuttering is stable, the fear of speech is not an obligatory symptom.

Chapter 3 Psychological and pedagogical features of children with severe speech disorders

Features of the speech development of children with severe speech disorders have an impact on the formation of the child's personality, on the formation of all mental processes. Children have a number of psychological and pedagogical features that make it difficult for them to socially adapt and require targeted correction of existing disorders.

Features of speech activity are reflected in the formation of sensory, intellectual and affective-volitional spheres in children. There is a lack of stability of attention, limited possibilities of its distribution. With the relative preservation of semantic memory in children, verbal memory is reduced, and the productivity of memorization suffers. In children, low mnemonic activity can be combined with a delay in the formation of other mental processes. The connection between speech disorders and other aspects of mental development is manifested in the specific features of thinking. Possessing full prerequisites for mastering mental operations, accessible by age, children lag behind in the development of verbal and logical thinking, with difficulty mastering analysis and synthesis, comparison and generalization.

Some children have somatic weakness and slow development of locomotor functions; they also have a certain lag in the development of the motor sphere - insufficient coordination of movements, a decrease in the speed and dexterity of their implementation.

The greatest difficulties arise when performing movements according to verbal instructions. Often there is insufficient coordination of the fingers of the hand, underdevelopment of fine motor skills.

Children with severe speech disorders have deviations in the emotional-volitional sphere. Children are characterized by instability of interests, reduced observation, reduced motivation, negativism, self-doubt, increased irritability, aggressiveness, resentment, difficulties in communicating with others, in establishing contacts with their peers. Children with severe speech disorders have difficulties in the formation of self-regulation and self-control.

These features in the development of children with severe speech disorders are not spontaneously overcome. They require specially organized correctional work from teachers.

Special studies of children have shown a clinical variety of manifestations of general underdevelopment of speech.

General underdevelopment of speech is combined with a number of neurological and psychopathological syndromes. Most common

Hypertensive-hydrocephalic - manifested in violations mental performance, arbitrary activities and behavior of children; in rapid exhaustion and satiety with any kind of activity; in increased excitability, irritability, motor disinhibition. Children complain of headaches and dizziness. In some cases, they may have an elevated euphoric background of mood with manifestations of foolishness and complacency.

Cerebrasthenic syndrome - manifests itself in the form of increased neuropsychic exhaustion, emotional instability, in the form of impaired functions of active attention and memory. In some cases, the syndrome is combined with manifestations of hyperexcitability, in others - with a predominance of lethargy, lethargy, and passivity.

Syndrome of movement disorders - characterized by a change in muscle tone, mildly pronounced disorders of balance and coordination of movements, insufficiency of differentiated motor skills of the fingers, unformed general and oral praxis. The presence of characteristic disorders of cognitive activity in this group of children was revealed.

Chapter 4

Speech therapy work on coherent speech is one of the leading areas of correctional teaching of the Russian language to students primary school with dysorphography. The leading task of this process is to teach children to perceive speech, independently (consciously and voluntarily) build semantically integral statements, texts. This is facilitated by the purposefully organized in the classroom productive and search activities of students with dysorphography. Each child has a creative position to perform learning objectives: spelling, grammatico-linguistic and others.

Numerous psychological studies emphasize the fact that primary school age is sensitive for creative imagination. The ability to fantasy helps students with speech pathology in the conditions of creative correctional education to effectively master the methods and means of speech. Thus, children with dysorphography develop the need to express their thoughts, feelings in a written text (discourse).

Speech therapy work on the coherent speech of primary school students with dysorphography includes two areas:

1. Development of internal programming: a) formation of internal programming of connected statements; b) the development of internal programming of individual statements, that is, deep semantic structuring.

2. Formation of the language design of a speech statement.

Speech therapy influence is based on the advanced development of the semantic side of speech in relation to the formal linguistic one. At the same time, it is taken into account that the transition to an independent retelling or story is possible only after the assimilation of relations at the level of individual sentences.

Corrective work on coherent speech is aimed at developing successive as well as simultaneous processes. With the development of programming of individual statements, at the initial stages, the formation and improvement of a simple deep-seated semantic structure statements. In the future, this structure is included in a coherent statement, in the context. used verbal communication a child with a speech therapist and peers in dialogic and monologic forms of speech. Such a successive orientation of speech therapy work does not exclude the development of simultaneous processes in schoolchildren.

Based on the theory of the gradual formation of mental actions, the initial stage of correction includes a large number of schemes, ideograms, tables that facilitate the assimilation of the semantic structure of the sentence and text.

At the same time, different types of coherent speech are formed in younger students with dysorphography: message, narration, description, reasoning, etc.

Correctional work includes the following tasks: description of objects according to the main features; a detailed description of objects (including various features (micro-themes)); comparative description of items; solving search problems and non-standard linguistic problems; work with problematic issues; text retelling (concise and detailed); work with deformed text, reconstruction of the text according to the plan (expanded or short) and others.

All the identified features of oral speech, as well as the characteristics of cognitive processes and functions, indicate the lack of a psychological base for students with TNR, which provides the process of written speech, which implies the need for special work to correct short-term and verbal-logical memory, attention and auditory-motor coordination along with targeted speech therapy. work on the elimination of violations of oral speech.

Conclusion

Knowledge of the anatomical and physiological mechanisms of speech, that is, the structure and functional organization of speech activity, allows:

First, present complex mechanism speech is normal;

Secondly, a differentiated approach to the analysis of speech pathology;

Thirdly, it is correct to determine the ways of corrective action.

Speech is one of the highest mental functions of a person. The speech act is carried out complex system organs, in which the main, leading role belongs to the activity of the brain.

In order for a person's speech to be articulate and understandable, the movements of the speech organs must be regular and accurate. At the same time, these movements should be automatic, that is, those that would be carried out without special voluntary efforts. So, in the absence of violations, the speaker only follows the course of thought, without thinking about what position his tongue should take in his mouth, when he needs to inhale, and so on. This happens as a result of the speech mechanism. To understand the mechanism of speech delivery, it is necessary to know the structure of the speech apparatus well.

Speech pathology should be contrasted with other deviations from the norms of speech use such as reservations, permutations of word elements, confusion, erroneous use of words (paraphasia). This is important because facts observed in the study of speech pathology and facts of the same kind observed in the study of normal speech may turn out to be identical.

Bibliographic list

1. Leontiev A.N. Fundamentals of psycholinguistics: Proc. for university students studying in the specialty "Psychology". M., 1997.

2. Speech therapy: Proc. for stud. defectol. ped. higher textbook institutions / Ed. L.S. Shakhovskaya. - 3rd ed., revised. And extra. - M.: Humanit. ed. Center VLADOS, 2003.

3. Petrenko V.F. Fundamentals of psycholinguistics: Proc. for university students studying in the specialty "Psychology". M., 1997.

4. Filicheva T.B., Cheveleva N.A., Chirkina G.V. Fundamentals of speech therapy. M., 1989.

5. Ushakov T.N. Human speech in communication / T.N. Ushakova, N.D. Pavlova, I.A. Zachesova, responsible ed. V.D. Shadrikov; Academy of Sciences of the USSR, Institute of Psychology. M., 1989.

6. Chomskaya E.D. Neuropsychology. M., 1987.

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Description of the presentation on individual slides:

1 slide

Description of the slide:

Schools of the V type accept students with speech disorders, in particular stuttering children.

2 slide

Description of the slide:

General speech disorders, according to WHO data, are currently observed in an average of 30% of children who have come to the first grade of school, i.e. objectively, during the preschool period, in a third of the entire population of children, the speech function does not reach the norm and requires additional corrective actions of speech therapists. However, the external manifestations of speech underdevelopment in these children are accompanied by significant differences from the norm of the course of neuro-psycho-physiological processes and, as a result, a decrease in the level of attention and development of higher mental functions - perception, representation, memory, thinking.

3 slide

Description of the slide:

One of the main features of the mental development of speech pathologist children is the change in the nature of their interaction with the outside world. This is primarily due to the fact that they have impaired verbal communication to one degree or another. Psychological history reveals a number of difficulties associated with the formation of various activities. So, at preschool age, features of expressive speech are often noted (“understands everything or almost everything, but speaks badly”, “shy to speak”, etc.). Parents of children complain about the child's learning to read, write, and count.

4 slide

Description of the slide:

Revealed: poor, agrammatic speech, speech communication of the child is limited. The situational-business form of communication prevails. Parents often note the exhaustion of the child during the game and the increase in the number of unsuccessful actions with objects against this background. Most often they prefer to play silently. In a situation where parents are involved in the game, he begins to speak, but the content side of his communication is primitive.

5 slide

Description of the slide:

The degree of underdevelopment of speech most often corresponds to the level of general psychological underdevelopment. First of all, the appearance of speech, as a rule, is significantly delayed. Many children begin to speak by the age of 6 or 7. However, there are cases of deviation in one direction or another. In some children with seemingly rich speech, one can observe a stream of meaningless stamped phrases with the preservation of previously heard intonations. In such cases, one speaks of empty, echological speech. In some children, speech does not arise and almost does not develop. These are the so-called "speechless" children.

6 slide

Description of the slide:

There may be instability of auditory attention (“flickering” attention). Distractibility in these children is combined with disorderly activity, frequent changes in activities in the absence of concentration.

7 slide

Description of the slide:

The ZRR of a child (meaning a child under 3 years old) is influenced by several factors that can be divided into internal and external. Internal factors include: Some hereditary diseases; features of the course of pregnancy; Presence of intrauterine and birth hypoxia; the presence of certain diseases in the child; The gender of the child the child is left-handed or right-handed; child's personal characteristics. That is, we are talking about factors that practically do not depend on the child, and which he inherited. External factors include the following: stressful situations; the presence of younger siblings (especially with a small difference); family bilingualism; change of place of residence (one of the varieties of stress), kindergarten; a few more options. That is, everything that surrounds the child can be attributed to external parameters.

8 slide

Description of the slide:

Currently, students with severe speech disorders in grades 5-10 are studying according to the mass school program. 1. An important component of the work is the involvement of tasks aimed at transforming the text (structural, lexical and grammatical). This allows schoolchildren to realize the compositional and semantic unity of the text, to use variable means to express the same thought. 2. The study of various types of speech begins with a narrative, since in such texts the deployment of a message corresponds to the actual course of events, narrative texts are quite simple in structure.

9 slide

Description of the slide:

3. Teaching reasoning is carried out orally and is closely linked with the study of program material on the Russian language, literature, subjects of the humanities and natural sciences, there will also be those who are interested in the history of Rome. This allows you to implement the communicative principle of learning, according to which the primary task is the development of oral speech, and on the other hand, to establish interdisciplinary connections. 4. The communicative principle is also implemented by including written speech in those types of students' activities that may later be socially in demand (compilation of business papers, letters, etc.) 5. Particular attention is paid to the content, structure, language design of texts. In this regard, a large place is given to the analysis of finished texts, presentations, compiling your own texts based on the created model, by analogy with the analyzed text. 6. Research and school practice show that the composition in the form in which it exists in a public school is inaccessible to most students with severe speech impairments. We designated this type of work as the compilation of a text using various kinds of meaningful and semantic verbal and non-verbal supports, which together represent a model of the analyzed or created statement. 7. The formation of basic lexical concepts is transferred from the lessons of the Russian language to the lessons of the development of speech and is linked with the work to enrich the vocabulary of students.

10 slide

Description of the slide:

The acquisition of classes from pupils with homogeneous speech defects, with the obligatory consideration of the level of their speech development. A correctional institution carries out the educational process in accordance with the levels of general education programs of two levels of general education: primary general education, basic general education. At the elementary school level, the following is provided: correction of various manifestations of a speech defect (violations of sound pronunciation, voice, voice tempo, phonemic hearing, agrammatism, dysgraphia, dyslexia), deviations in the mental development of the pupil caused by them, the initial formation of his personality, the identification and holistic development of his abilities, the formation of pupils' motivation for learning activities. Acquisition of the skill of phonemically correct colloquial speech, expansion of vocabulary, learning the grammatically correct formulation of the statement. At the level of obtaining basic general education, the development of full-fledged skills of oral colloquial and written literary speech is carried out, which are necessary for full inclusion in public life. Admission of children to the preparatory class is carried out from 6-8 years of age, to the 1st class from 7-9 years of age. Class size up to 12 people.

11 slide

Description of the slide:

Children with a diagnosis of alalia, aphasia, dysarthria, rhinolalia, stuttering, who have a severe general underdevelopment of speech that hinder education in a comprehensive school, are admitted to the I department of the school. When completing classes, first of all, the level of speech development and the nature of the primary defect are taken into account. The second department enrolls children suffering from a severe form of stuttering with normal development of speech. In departments I and II, the educational process is carried out in accordance with the level of education of the programs of the two departments. In department I - stage I - primary general education with a standard development period - 4 - 5 years; Level II - basic general education with a standard period of development - 6 years. The class size limit is 12 people. Graduates of special schools receive a certificate of incomplete secondary education. The educational process provides for a large number of hours for industrial and labor training. At the same time, two tasks are solved: work as an important correctional and educational means of overcoming defects in the development and formation of personality, and as the main condition for preparing children with deviations in psychophysical development for life and work in society. Correction of violations of speech and writing in students is carried out systematically throughout the entire educational process, but to the greatest extent in the lessons of the native language.

12 slide

Description of the slide:

For 1st grade students with systemic underdevelopment of speech. Objectives: Activation, generalization and consolidation of knowledge about vowel sounds and letters. Development of letter gnosis and the skill of correct and conscious reading; prevention of phonemic and semantic dyslexia, also dysgraphia. Tasks: Develop articulatory motor skills and pronunciation skills; automation of the pronunciation of the sound l in syllables and words. Strengthen sound-letter connections and the skill of writing written letters. To form the ability to explain the meaning or several meanings of the read word; the ability to correlate the word to different semantic groups; enrich students' vocabulary with polysemantic words. Develop fine motor skills of the fingers. To form the skill of correct inflection (the formation of plural forms with the ending -Ы). Bring up cognitive activity, interest in learning the native language, attention to the sound of one's own speech

13 slide

Description of the slide:

Differentiation of vowels in words. While we were playing catch, Little Red Riding Hood found a flower with a word written on it. But a vowel fell out of this word: what? Let's insert a letter into this word and see what happens. Children write down the resulting words and indicate the vowel. We solved the riddle of this unusual flower and it's time to say goodbye to vowels. Let's sing: "Goodbye, vowels A, O, U, Y, I!" To return home, we will build a path: - Work with the "Petals" manual (Spatial orientation).

- designed for children with severe hearing impairment (deafness).

The main task is to teach a deaf child to communicate with others, to master several types of speech: oral, written, tactile, gestural. AT study schedule courses aimed at hearing compensation through the use of sound amplifying equipment, pronunciation correction, social orientation and others are included.

Correctional schools 2 types

- for hearing-impaired or late-deaf children.

It is aimed at restoring lost hearing abilities, organizing active speech practice, and teaching communication skills.

Correctional schools 3 types

Blind children are accepted, as well as children with visual acuity from 0.04 to 0.08 with complex defects leading to blindness.

Correctional schools 4 types

- for children with visual acuity from 0.05 to 0.4 with the possibility of correction.

The specificity of the defect involves training using tifloequipment, as well as special didactic materials allowing the incoming information to be assimilated.

Correctional schools 5 types

-It is intended for children with general underdevelopment of speech, as well as severe speech pathology.

The main goal of the school is the correction of a speech defect. The entire educational process is organized in such a way that children have the opportunity to develop speech skills throughout the day. When the speech defect is eliminated, parents have the right to transfer the child to a regular school.

Correctional schools 6 types

- Children with musculoskeletal disorders.

In a correctional institution, the restoration of motor functions, their development, and the correction of secondary defects are carried out. Particular attention is paid to the social and labor adaptation of pupils.

Correctional schools of 7 types

- accepts children with mental retardation, and with opportunities intellectual development.

The school carries out the correction of mental development, the development of cognitive activity and the formation of skills in educational activities. Based on the results of studying in elementary school, pupils can be transferred to a general education school.

Correctional schools 8 types

- children with mental retardation for training in a special program.

The purpose of the training is socio-psychological rehabilitation and the possibility of integrating the child into society. In such schools, there are classes with in-depth labor training.

More about remedial schools

The vast majority of correctional schools have a high degree of specialization, and almost all of the listed types of correctional schools teach children for twelve years and have defectologists, speech therapists, and psychologists on their staff.

In recent years, special educational institutions have been created for other categories of children with handicapped health and life: with autistic personality traits, with Down syndrome.

There are also sanatoriums (forest schools for chronically ill and weakened children. Special (correctional) educational institutions are financed by the respective founder.

Each such educational institution is responsible for the life of the pupil and ensuring his constitutional right to receive free education within the limits of a special educational standard.

All children are provided with conditions for education, upbringing, treatment, social adaptation and integration into society.

Graduates of special (correctional) educational institutions (with the exception of schools of the VIII type) receive a qualified education (that is, corresponding to the levels of education of a mass general education school: for example, basic general education, general secondary education).

They are issued a state document confirming the level of education received or a certificate of graduation from a special (correctional) educational institution.

AT the special school of the child is sent by the educational authorities only with the consent of the parents and according to the conclusion (recommendation) of the psychological-medical-pedagogical commission.

Also, with the consent of the parents and on the basis of the conclusion of the PMPK, a child can be transferred inside a special school to a class for children with mental retardation only after the first year of study in it.

In a special school, a class (or group) can be created for children with a complex defect structure as such children are identified during psychological and medical-pedagogical observation in the conditions of the educational process.

In addition, in a special school of any kind, classes for children with severe disabilities in mental development and other related disorders. The decision to open such a class is made by the pedagogical council of a special school, provided that the necessary conditions and specially trained personnel are available.

The main tasks of such classes are to provide elementary primary education, create the most favorable conditions for the development of the child's personality, for him to receive pre-professional or elementary labor and social training, taking into account his individual capabilities.

A student of a special school may be transferred to study at a regular general education school by the education authorities with the consent of the parents (or persons replacing them) and on the basis of the conclusion of the PMPK, as well as if the general education school has the necessary conditions for integrated learning.

Beyond Education special school provides medical and psychological support to children with disabilities in health and life, for which there are appropriate specialists in the staff of a special school.

They work in close cooperation with the teaching staff, carrying out diagnostic activities, psycho-correctional and psychotherapeutic measures, maintaining a protective regime in a special school, participating in vocational counseling.

If necessary, children receive medical and physiotherapy treatment, massage, hardening procedures, attend physiotherapy exercises.

The process of social adaptation, social integration helps to implement a social teacher. Its role especially increases at the stage of choosing a profession, graduation by graduates from school and transition to the post-school period.

Each special school pays considerable attention to the labor and pre-professional training of its pupils. The content and forms of training depend on local characteristics: territorial, ethno-national and cultural, on the needs of the local labor market, the abilities of pupils, their interests. A purely individual labor profile is chosen, which includes preparation for individual labor activity.

For orphans and children left without parental care with special educational needs, special orphanages and boarding schools are created in accordance with the profile of developmental disorders. Mostly these are orphanages and boarding schools for children and adolescents with intellectual underdevelopment and learning difficulties.

If a child is not able to attend a special (correctional) educational institution, he or she is educated at home.

The organization of such training is determined by the Government Decree Russian Federation“On approval of the procedure for the upbringing and education of disabled children at home and in non-state educational institutions” dated July 18, 1996 No. 861.

Recently, they began to create home schooling, whose staff, consisting of qualified defectologists, psychologists, works with children both at home and in conditions of partial stay of such children in a home-school.

In conditions group work, interaction and communication with other children, the child masters social skills, gets used to learning in a group, team.

The right to study at home is given to children whose diseases or developmental disabilities correspond to those specified in the special list established by the Ministry of Health of the Russian Federation. The basis for the organization of home training is the medical report of the medical institution.

A nearby school or pre-school educational institution is involved in helping children learn at home. For the period of study, the child is given the opportunity to use textbooks and the school library fund free of charge.

Teachers and psychologists of the school provide advisory and methodological assistance to parents in the development of the child's general education programs.

The school provides intermediate and final certification of the child and issues a document on the appropriate level of education.

Participate in the certification teachers-defectologists additionally involved in corrective work.

If a child with special educational needs is homeschooled, the educational authorities will reimburse parents for the cost of education in accordance with state and local regulations for funding the child's education in the appropriate type and form of educational institution.

For the education, upbringing and social adaptation of children and adolescents with complex, severe developmental disorders, concomitant diseases, as well as to provide them with comprehensive assistance, rehabilitation centers of various profiles are being created.

These can be centers: psychological - medical - pedagogical rehabilitation and correction; social and labor adaptation and career guidance; psychological, pedagogical and social assistance; special assistance to families and children left without parental care, etc.

The task of such centers is to provide correctional and pedagogical, psychological and career guidance assistance, as well as the formation of self-service and communication skills, social interaction, work skills in children with severe and multiple disabilities. A number of centers conduct special educational activities.

Classes in rehabilitation centers are built according to the programs of individual and. group education and training. Often, the centers provide consultative, diagnostic and methodological assistance to parents of children with special educational needs, including informational and legal support.

Rehabilitation centers also provide social and psychological assistance to former pupils of educational institutions, orphans and children left without parental care.

Rehabilitation centers help educational institutions for mass purposes if children with special educational needs are trained and brought up there: they conduct correctional and pedagogical work and counseling.

For providing speech therapy assistance children of preschool school age who have deviations in the development of speech studying in educational institutions of general purpose, there is a speech therapy service.

This may be the introduction of the staff of an educational institution as a teacher-speech therapist; the creation of a speech therapy room in the structure of the education management body or the creation of a speech therapy center.

The speech therapy center at a general educational institution has become the most widespread form.

Its main tasks are: activities are: correction of violations of oral and written speech; timely prevention of academic failure due to speech disorders; dissemination of basic speech therapy knowledge among teachers and parents. Classes at the speech therapy center are held both in free time and during lessons (in agreement with the school administration).

Children with an established diagnosis of mental retardation and students in classes of correctional and developmental education receive speech therapy assistance speech pathologist attached to this class.