Specialized institutions are educational organizations whose work is aimed at creating an educational process for children and adolescents with disabilities in psychophysical health. To put it simply, in correctional school an environment is formed that corresponds to the characteristics of students.
Special schools are intended for minors with hearing loss, vision loss, mental retardation, physical disabilities and other disabilities.
Legislative acts and funding sources
Article 79 of the Law "On Education in the Russian Federation" regulates the creation of separate developmental and educational programs for children with disabilities or disabilities. The educational process itself takes place in specialized institutions or classes.
Schools can be funded:
- federal authorities;
- the authorities of the constituent entities of the Russian Federation;
- municipality of a particular locality.
The establishment of schools by private individuals is not prohibited.
Kinds
Depending on the type and degree of pathologies of the psychophysical health of pupils, the following types of correctional schools are distinguished:
As for the type of special institution, it can be a boarding school, a rehabilitation center, a special Kindergarten, groups, correction classes and others.
How training is organized
Basic principles of work of specialized educational institutions:
- maximum psychological support and ensuring the safety of pupils;
- social adaptation in society;
- cooperation;
- enthusiasm for the creative and educational process.
Without fail, training is accompanied by medical support from relevant specialists. Physiotherapy and sports events, drug treatment, mental health classes, massages and other treatments. We recommend that parents of special children read articles about.
Goals and objectives
The goal of correctional institutions is the formation of a socially adapted personality with the help of a single developing space.
The tasks of the activities of teachers are:
- comprehensive development students, taking into account their individual characteristics;
- treatment of children with deviations in physical health and elimination of defects;
- socialization and adaptation in society;
- preparation for work.
A graduate of a specialized institution should be maximally prepared for life and professional activity at the level of the specifics of his own capabilities.
Prevalence by country
In addition to standard correctional institutions, is gaining popularity a combined or inclusive way of teaching children with and without disabilities and the "accessible environment" project is being actively implemented. There are also remote programs. More and more private establishments are opening.
If speak about major cities, for example, about Moscow, there are about 10 state special institutions and the same number of private schools. Correctional classes and groups are being actively opened at ordinary educational institutions. But in St. Petersburg there are about 90 rehabilitation organizations. Krasnodar, Kazan and other cities are striving for the same level.
The fact that special children cannot be taught in a regular classroom and the best option is the selection of a place in a correctional institution, is undeniable. Only in this way can a minor citizen get a chance for a normal life, since the teaching methods in correctional schools are aimed at the comprehensive development of the personality and its maximum social adaptation.
In Waldorf schools, things are different. There are no those who do not like to study, do not give grades, there are no repeaters. Children from the first grade create crafts and drawings with their own hands of incredible beauty. The main goal of Waldorf pedagogy is to preserve childhood for children. Waldorf schools - character traits Each student is an individual. Teachers are attentive to children, in the process of teaching they take into account individual characteristics development. The classroom teacher plays an important role. Ideally, he does not change for 8 years, teaches and takes care of children. class teacher leads main lesson which lasts 2 hours. In grades 1-2, children are introduced to letters, taught in colloquial game form 2 foreign languages, but reading is taught only from the 2nd grade. Items are introduced gradually from the artistic environment. Both boys and girls learn to knit and crochet, play the flute, embroider, get acquainted with crafts. Curriculum In the curriculum of the Waldorf schools there are all subjects from the compulsory general education program. Wherein natural Sciences taught in a special way, through observation and experimentation. Each lesson contains elements focused on strengthening the will and development. So, at the beginning of the school day, the rhythmic part is held at the main lesson - knowledge is acquired through movements: letters are written not on paper, but with the upper or lower limbs in the air, counting, the guys slap and stomp, the multiplication table […]
Has your child been interested in computers since childhood? Is physics and mathematics easy for him? Develop talents in the right direction and get high level knowledge will help schools with a technical bias! Graduates of physical and mathematical schools successfully pass entrance exams to universities and become designers, engineers in the field of construction, electronics, machine, instrumentation and rocket science, programmers and representatives of other socially significant and highly paid professions. Classes with specialized education differ significantly from general education classes, primarily in terms of the curriculum. On this profile of training, mathematics, physics and computer science are studied in depth: many hours are devoted to theoretical and practical classes, lectures, seminars, computer lessons and presentations are held. Students actively participate in project activities, competitions and olympiads. Private Physics and Mathematics Schools in Moscow There are quite a few schools with a specialization in physics and mathematics in Moscow. But if you want your child to get a really high-quality education, to be in a healthy psychological atmosphere, we recommend that you take a closer look at private schools. Small classes, developed material and technical base, a huge number of sections and circles, tasty food and the availability of their own transport, carrying students to school and home - all this is inherent in private schools, but the advantages do not end there. Highly qualified teachers work in private educational institutions, they use original teaching methods, and study technical English. Another feature is the use of individual curricula. Depending on the requirements of the university, […]
In the modern world, fluency in English is not a useful addition, but a necessity. This is an opportunity to continue studying at prestigious foreign universities, get a well-paid job, establish business contacts with foreign partners, expand information boundaries and travel around the world without an interpreter. Moreover, it is best to learn foreign languages from an early age. That is why more and more parents are looking at linguistic schools. Advanced School in English: Features of the Curriculum Curriculums of special schools provide for the study of specialized subjects: the history of Britain, English literature, technical translation, preparation for exams to obtain a Cambridge ESOL certificate. Classes are conducted according to specialized teaching aids. A must in modern linguistic schools the presence of a language laboratory - a specially equipped room in which children learn the correct pronunciation. Classes are conducted by qualified teachers who have completed an internship in Britain. Some institutions invite foreign teachers who are native English speakers. Extracurricular activities aimed at deepening in a foreign language is a very important aspect of the curriculum. It is implemented by participating in competitions held in English, visiting English-speaking theater groups and vocal studios. In the summer and between studies, children visit the countries whose language they are learning. What are the schools with in-depth study of English in Moscow At present, there are 111 state gymnasiums and 51 private language schools in Moscow. Most private schools […]
Summer holidays are the time for a fun, carefree vacation, interesting trips. Traditionally, during this period, children go with their parents to improve their health at sea, travel. But if for objective reasons it is not possible to organize a family vacation, this is not a reason for grief. Many private schools in Moscow work in the summer, some even move out of town for the summer, to cozy, quiet places with clean air and picturesque nature. The work of the summer school is significantly different. There are no compulsory subjects, boring lectures, no grades and no homework assignments. Children play together with their peers, find new friends, have fun. As a rule, the management develops useful educational and interesting cultural and entertainment programs. The children are under the constant supervision of educators, security guards and medical workers, they are fed. This is a great opportunity to have a great rest and spend time with benefit, get unforgettable impressions and recharge with positive. What do summer schools offer in 2017? Russian International School Address: Podmoskovye, pos. Barvikha, d. 42, age - 7–14 years old, Moscow region, pos. Zhukovka d. 43 A, for children aged 2-6 Working hours: from 01.06 to 31.08 Meals: 5 times a day At the summer school, children will receive not only a good rest full of interesting events, competitions and outdoor games, but also an English language course. Children are taught by an effective communicative method by experienced teachers from England. […]
Centers early development- private institutions designed to help kids quickly adapt to the world that they are just beginning to learn. At entertaining lessons held in a playful way, children learn colloquial speech, develop intelligence and creative talents, physical activity. Many young parents bring crumbs to children's clubs. And this is by no means a tribute to fashion. Numerous studies have shown that children who develop actively from an early age become more successful. It is easier for them to master school disciplines in the future, they have good memory. What is the difference between children's development centers and kindergartens In children's centers, children do not spend the whole day, but several hours. Classes can be held in the morning or evening 2-3 times a week or on weekends, be represented by single master classes or comprehensive development courses. Club leaders, as a rule, develop several educational programs and visiting schedules, which allows parents to choose the most suitable schedule and bring children to the center at a convenient time for them. The doors of children's clubs are open even for the smallest, for children of six months of age who still do not know how to walk and talk. Special programs have been developed for babies. Considering new objects, rearranging the cubes, playing, children improve sensory perception, develop hand motor skills. Classes with infants take place in the presence of one of the parents. Toddlers from the age of one and a half years can be left […]
The word “school” can evoke a wide variety of associations and feelings in every person. For example, for a parent who will soon be registering a child for first grade, this may be confusion and uncertainty. And for someone who has already raised a teenager whose interest in learning has long subsided, the feeling is even worse. Each of these people is hard to find optimal solution, which will please the baby, and satisfy their personal views. But, despite these difficulties, there is a solution - a boarding school. These boarding houses are very popular these days. And among the most diverse parents. And all for what? For the reason that the boarding school embodies those "dreams" that cannot be realized in any public school. Boarding school Among the most obvious advantages of such institutions is the following. First of all, it is the constant control over the children by the school staff, the adoption active participation in their school life, the absence of the risk of falling into "bad company", which can often happen in a regular school. Secondly, the boarding school will take serious care of the child and his leisure. This includes a lot of various excursions, trips, trips to cultural institutions like theaters, as well as sections of music, martial arts, swimming, etc. And the last. In boarding schools, they rely only on the best features that were inherent in educational institutions pre-revolutionary times. They are […]
According to the new educational standard, from September 1, 2016, ordinary schools must accept children with disabilities.
Previously existing practice assumed that children with disabilities should study in correctional schools. New law on education abolishes the concept of "special (correctional) general education school". Only schools for children with disabilities retain a special status. deviant behavior, and parents of disabled children now have three options - to leave their child at home schooling, send him to a specialized boarding school of the Ministry of Health of the Russian Federation, or send him to a regular general education school. Correctional schools are gradually being liquidated, about a quarter of them have already been closed.
Joint education of children is accepted in Europe, children with disabilities can enter any school. It is believed that in this way children with disabilities do not become outcasts and naturally integrate into society. All children are included in single system education, both children with disabilities and their healthy peers learn to interact with each other.
The introduction of such an approach in Russia has both supporters and opponents. The main arguments of the opponents are that the majority of Russian schools are not yet financially and organizationally ready to accept people with disabilities, moreover, in the West, the successful integration of people with disabilities into society took more than a decade.
By law, any Russian school must now accept children with disabilities. According to experts, this will probably happen someday, but most likely the law will be amended, and not all correctional schools will be closed. Now many parents of children with disabilities, teachers, doctors, public figures. In correctional schools, the costs per child are many times higher than the costs per student in a regular school; medical staff, psychologists, speech pathologists, teachers who have undergone special training should work there. True, in reality, not all correctional schools are actually staffed with the necessary staff. According to the new rules, funding will be distributed not by schools, but by children - that is, an ordinary school where a child with disabilities studies will receive funds for him with a coefficient increased depending on the diagnosis.
Disabled children need specially equipped rooms, ramps, technical teaching aids, special visual aids. The additional funding allocated even for several children in a regular school is not enough for all this. In specialized schools, the cost of expensive equipment is made up of the additional coefficients of all children, and even so, such institutions could not afford everything. In April 2016, Russian Prime Minister Dmitry Medvedev announced that the creation of a network in the subjects of the Federation general education schools 3.762 billion rubles will be allocated with conditions for the education of disabled children. At the moment, such conditions (accessible environment with ramps and other devices, transport for transportation, adapted educational programs, training equipment, specially trained teachers) are only in 3345 educational institutions of the country, that is, approximately in every 13th of the existing general education schools.
The second question that worries opponents of the closure of correctional schools is whether the unpreparedness of the Russian society for tolerance and mercy will cause injury to children with disabilities studying in ordinary schools. To new form Everyone could adapt to learning - both disabled children and their ordinary peers and teachers, a lot of psychological work is needed. After all, the goal of co-education is not only that classmates learn to help and feel sorry for their peers with disabilities, but that they begin to perceive them as equals. For this, it is necessary that psychologists work in schools.
Now, according to the law, a tutor (mentor) must be attached to a disabled child at school, helping his ward in the process of learning and communicating with peers and teachers. This person should know the features of the development of the child, maintain contact with the parents. The specialty was introduced into the regulations of the Ministry of Education and Science of the Russian Federation in 2010, one tutor must supervise up to six children. But many schools do not have such a staff unit, money for the salaries of tutors is not allocated.
In the West, the system works from the birth of a child. Children, both disabled and healthy, come to school already prepared, including due to joint stay in kindergartens. In addition, there are features in the joint education of children with disabilities with various disabilities. As European practice shows, in some cases, for example, with physical disorders, adaptation is successful, in the case of mental disorders, experts consider other forms of training to be optimal.
Project presentation -Teaching children with special needs in the framework of inclusive education at Children's School of Art
The project is dedicated to the study and use of the possibilities of children's art school in the education and creative development of children with partial or complete loss of vision on an equal basis with other children.
Attention to this problem is dictated by the presence of a significant number of artistically gifted young people who belong to the category of people with disabilities and who need a quality art education, especially at the initial stage. As well as the immediate proximity of the Moscow State Budgetary Educational Institution of the General Education Boarding School for Blind Students No. 1 of the Department of Social Protection of the Population of Moscow (3rd Mytishchinskaya St., 3).
Despite the fact that at present there are no theoretically substantiated approaches to the implementation of high-quality and full-fledged art education for people with special needs, pedagogical practice is of a “point”, intuitive nature of activity, there is no targeted program for training teachers to work with this category of students and a developed methodology for inclusive activities.
At present, the goal public policy is to provide disabled people with equal opportunities with other citizens in exercising their rights. The task of society is to create conditions for their independent living in society, accessibility of the physical and information environment for them, ensuring their professional employment and full-fledged individual development.
Inclusive education is a development process general education. Inclusive education seeks to develop an approach to teaching and learning that is more flexible to meet different learning needs. Inclusive education is based on an ideology that excludes any discrimination and ensures equal treatment of all children.
All children are individuals with different learning needs. This is the main idea of inclusive education. And, from the point of view of a social approach to the problem, disability is understood not as a limited opportunity, but as a special need.
Children with disabilities are often creatively gifted. In the children's art school, they, along with other children, can show their Creative skills, get professional education which will allow them to successfully decide in life.
The system of education at DSHI can be easily adapted to the needs of any child due to the following factors:
The creative nature of teaching the basics of the arts,
The combination in the educational process of individual, small-group, group forms of education and collective concert and creative events. This mode of study contributes to the satisfaction individual educational needs of each student, provides special conditions for everyone.
Close relationship with parents.
— attraction of children with disabilities to the departments of the Children's School of Arts;
– creation of educational methods that take into account the special educational needs of children with visual impairment (cognitive capabilities of the blind, the formation of figurative representations when working on musical works);
- introduction of special courses and subjects that contribute to the development of educational programs for children with disabilities (notation in Braille);
– use of innovative means and methods of teaching to work with children with disabilities;
– involvement of specialists to monitor and evaluate the dynamics and results of the development of children with disabilities,
- accumulation and generalization of pedagogical experience, improvement of the methodological qualifications of teachers.
The project solves the following problems:
— early recognition and development of giftedness as a compensatory factor in children with disabilities
– creating an opportunity for targeted pre-professional education and the future professional definition
- promoting the wide participation of children with disabilities in the public, social, cultural life of the school, district, city.
Social adaptation of school students: the formation of tolerant, friendly relations of students to each other, the development of a sense of mutual assistance, mutual assistance, the destruction of barriers in communication of "ordinary" children and children with special needs.
The specifics of the project - in a wide target audience These are children and parents of both categories of citizens.
Some achievements of school students from the category of children with special needs.
Lisichenko Daniil - winner of the Olympiad in theoretical disciplines of the MGIM. A. Schnittke, laureate and student of city competitions (composition, synthesizer, computer music studio, piano).
Salomatina Maria is a scholarship holder of the Moscow Government for gifted children, a diploma holder of the New Names of Moscow Foundation, a laureate of city exhibitions, a student of the Textile University. A.N. Kosygin.
Trishkin Alexander is a graduate of the composition class, a laureate of city competitions in composition, a student of the Music College at the Moscow Conservatory.
Nikolaev Evgeny - (11 years old, 4th grade, teacher Zharkova L.A.) - Laureate II Prizes in the general nomination "Piano" XI International Competition-Festival of Children and Youth artistic creativity"Open Europe" (March 2014), Laureate XIII Open Festival. Edvard Grieg (March 2014), participant of the concert at the Hungarian Cultural Center (May 2014), diploma winner of the First City Festival-Concert "Hot Heart" of children with disabilities - students of children's music schools and art schools in Moscow” (December 2013),
There are currently 14 children with visual impairments in the school. In addition to them, 17 more disabled children study at different departments of the school.
Teachers involved in the implementation of this project: Fedorovskaya L.I., Zharkova L.A., Sviklin V.A., Pilipenko V.N., Kokzhaev A.M., Piskareva L.F., Bankovsky I.V. (instrumental departments), Sokolova G.V., Perekhrest T.A. (theoretical disciplines), Podolskaya G.M. (collective music making), Minakova V.A., Fedorova V.L. (department of fine arts).
School teachers have accumulated invaluable experience in working with this category of students, which is summarized and systematized during the project.
Due to the increase in the contingent students with disabilities , methodological messages are regularly held at the school and open lessons teachers working with visually impaired children (Fedorovskaya L.I., Sviklin V.A., Zharkova L.A., Piskareva L.F., Sokolova G.V., Perekhrest T.A.). A concert-meeting was held with students of boarding school No. 1 for blind and visually impaired children and teachers T. L. Shustova and S. A. Sanatorov (February 2014). This academic year, the instrumental departments and the department of fine arts successfully graduated from 3 graduates from this category of students: Pavlova K., Tsvetkov K., Grigoryeva A. Lisichenko D. - RPO class.
In 2013-14, as part of inclusive education for students with visual impairments, a special course “Notation in Braille” was introduced (teacher Korshunkova V.N.). In cooperation with the Laboratory of Means and Methods for Teaching Children with Visual Impairments of the Institute of Correctional Pedagogy of the Russian Academy of Sciences, a plan has been developed to improve the conditions for teaching children with special needs in our school.It is planned to publish a collection of methodological works of school teachers working with visually impaired children (Fedorovskaya L.I., Sviklin V.A., Zharkova L.A., Piskareva L.F., Sokolova G.V., Perekhrest T.A.)
Rev. Alexandrova E.V., Sokolova G.V., Zharkova L.A., Fedorovskaya L.I., Piskareva L.F., Perekhrest T.A., Sviklin V.A. participated in All-Russian Round Table "Actual Issues of Teaching Art to Children with Special Educational Needs" (APRICT, February 2014).
In the 2013-14 academic year, the school took part in Competition creative projects among the Children's Art School of Moscow. The socially oriented project “My Light, Music”, dedicated to the inclusive education of children with special needs (headed by E.V. Aleksandrova), was awarded a grant from the Moscow Department of Culture and participated in City Biennale of the Children's Art School within the framework of Festival of Education for Children "START UP" at the Central House of Artists (April 2014).
