Qualified education is a special system designed for children with disabilities. Let us consider in more detail the process of its formation in our country.
The concept of "qualification education" appeared in the 20-30 years of the last century. In the second half of the 20th century, a rather diverse, wide network of preschool institutions with a special purpose was created in the country:
- nursery gardens;
- kindergartens;
- orphanages for preschoolers;
- groups at kindergartens, nurseries, in boarding schools.
As the system of preschool institutions was formed and developed, scientists and practical teachers created methods, principles, methods for determining and correcting various deviations in the development of babies.
The special education system made it possible to carry out serious preventive work aimed at the timely identification of the problem and the search for optimal ways to resolve it quickly.
Construction principles
On the traditions that were laid in the 20th century, the entire modern system of preschool education and upbringing is built.
Qualified education is a system that is based on the principle of deviations in development. For kids with various problems, the following types of preschool groups (separate institutions) are created:
- with hearing impairment (hearing impaired, deaf);
- with serious intellectual disabilities (for mentally retarded children);
- with speech defects (phonetic-phonemic underdevelopment, with stuttering);
- with problems of the musculoskeletal system.
Inclusive education implies less occupancy of groups (up to 15 people). Additional specialists are being introduced into the staff of the educational organization: defectologists, oligophrenopedagogues, tiflopedagogues, sign language teachers, medical workers.
The specifics of the educational process
Qualified education for people with disabilities is carried out according to special comprehensive education and training programs that are developed separately for each age category of children, taking into account deviations in development. Ready-made programs are analyzed, adjusted, approved by the Ministry of Education of the Russian Federation.
Features of the work of specialists
Qualified education of children with abnormal development involves the distribution of types of activities between narrow specialists (a defectologist, an oligophrenopedagogue) and a teacher (educator). For example, the development of speech, construction, acquaintance with elementary mathematical concepts is carried out not by a teacher, but by a defectologist.
Specialist is also involved in organizing special classes, the teacher exercises general control (supervision) over the children, involves them in the game, creates comfortable conditions for the stay of “special kids” in educational institutions.
Among the special classes, without which it is difficult to imagine a modern inclusive education, there are such as improving auditory perception, correcting pronunciation of sounds, developing visual skills, therapeutic and corrective physical education.
Important aspects
Qualified education is a free opportunity for children with mental and physical developmental disabilities to receive knowledge, skills, and skills necessary for them to socialize.
For preschool children, parents are supposed to pay only for the stay of the baby in kindergarten.Finding school-age children in specialized groups (classes), classes with a speech therapist, a defectologist, and an oligophrenopedagogue are free of charge.
Special schools function to help families fully educate “special children.” Teachers and specialists try to maximize the development of the capabilities of such kids, to help children in subsequent socialization.
In 1992, the Federal Law "On Education" was adopted in the Russian Federation, according to which a new typology of educational organizations was introduced in the country, significant organizational and legal changes were made to special education.
Functioning DOW
What is qualification and non-qualification education at present? In order to answer this question, we turn to the model provisions that have been introduced for all types of educational institutions. Kindergartens intended for children developing normally are a place for communication, games with other kids. Thus, at present, in the ordinary type of preschool educational institution, children are supervised for the period of time while their parents are at work.
Qualified education is the only opportunity for families involved in raising children with developmental disabilities to develop a child, instill in him basic concepts and skills.
Often, a specialized kindergarten becomes the only place where optimal conditions are created that are required by a “special child” for physical and mental development. Children with deviations are accepted to correctional-type educational institutions only with the written consent of their parents (or legal representatives) based on a conclusion made by a special medical and pedagogical commission (PMPC).
Many babies with serious developmental disabilities develop in compensatory-type children's institutions, as well as in special compensating groups of a combined kind of preschool educational institutions. Education and training in such preschool organizations is carried out in full accordance with special corrective developmental programs created for each category of babies that have certain deviations from normal development.
Depending on the type of violation and age, the occupancy rate of groups in the preschool for “special children” is:
- in severe speech disorders - from 6 to 10 children;
- for preschoolers from the age of three with serious phonetic speech impairment - up to 12 people;
- deaf and hard of hearing children - up to 6 people;
- with problems of the musculoskeletal system and impaired intelligence - 6-8 people;
- with a delay in mental development - 6-10 people;
- with other types of deviations - up to 15 children.
Other forms of work
If, for various objective reasons, preschool children cannot attend kindergarten as usual, it is possible for them to organize short-term stay groups. Their main purpose is to provide targeted pedagogical and psychological assistance to children, as well as providing advisory and methodological support to their parents (legal representatives).
Such groups contribute to the social adaptation of children, the formation of prerequisites for their subsequent educational work. Classes are held individually or in groups of 2-3 people in the presence of dads and mothers. Time for classes is selected taking into account the wishes of the parents.
This form of work involves conducting classes not only by the educator, but also by other specialists of the preschool institution: a speech therapist, an oligophrenic pedagogue, a typhlopedagogue, a sound pedagogue. Such groups are considered special (correctional) educational institutions for pupils studying with serious developmental disabilities.
Modern trends in school correctional pedagogy
Educational institutions for children with developmental disabilities are aimed at creating optimal conditions for strengthening and protecting the health of children, their physical and mental development. When moving from kindergarten to school, any child has serious problems associated with getting used to a new team, environment, and daily routine. Children with special needs who are experiencing serious difficulties in communication, learning, social adaptation, especially experience such a crisis. That is why the institution “kindergarten - primary school” is a comfortable form of organizing the upbringing and education of children with serious developmental disabilities.
Qualified education, the definition of which has already been given above, allows the child to begin his school life with the usual environment and environment, visiting the same preschool group for several years.
Centers for "special children"
Among the types of educational institutions in which schoolchildren with special abilities and needs are educated, various centers are distinguished: counseling and diagnostics, psychological and pedagogical correction and rehabilitation, medical and psychological support, medical pedagogy, and individual education. They deal with children aged 3 to 18 years. The contingent of such institutions is made up of the following children:
- with a large degree of pedagogical neglect, who refuse for various reasons to attend ordinary general educational organizations;
- children with impaired volitional and emotional spheres;
- children who have undergone various forms of physical and psychological violence.
Among the categories listed above, there are enough children who have serious deviations in physical and mental development. For them, qualified education is carried out in a prolonged time.
Social educators, child psychologists, defectologists, speech therapists, and also medical workers work with such pupils.
Activities
Among the main activities of such institutions are:
- diagnosis of the level of mental and physical development, deviations in behavior;
- development of children in accordance with their individual and age characteristics, mental and somatic health;
- organization of developmental, compensatory, correctional education;
- psychoprophylactic and psychocorrectional work;
- implementation of a complex of health and medical measures.
In Russia, there are many health educational institutions of a sanatorium type for children who need prolonged treatment:
- sanatorium-forest schools;
- sanatorium-type boarding schools;
- sanatorium children's homes for orphans.
Such institutions are aimed at bringing up and educating, as well as conducting rehabilitation, medical, health-improving measures, adapting “special children” to society, their diverse development, and treatment.
There are situations when, at the age of 5-6, the pre-school institution was not able to identify serious deviations in the development of the child. To remedy the situation, special groups are created for children with severe deviations in mental and physical development at correctional schools, as well as at boarding schools.
The educational programs for which such children are trained are designed for 1-2 years. Throughout all this time, the development of the prerequisites for the child to learn in a correctional-developing environment takes place.
Graduate education is provided to graduates of all special schools, except for those kids who are forbidden for medical reasons.
Features of school education
School-age children who have special educational needs are trained according to special educational standards at home or in educational institutions.There are eight types of special schools for children with severe developmental disabilities:
- for deaf children, an institution of type I;
- for late deaf and hard of hearing institutions of the II type;
- for blind children, an educational institution of the third kind;
- for visually impaired children, IV type boarding schools;
- for children with complex speech disorders, an educational institution of the V type;
- for children with problems of the musculoskeletal system type VI institution;
- for children with mental retardation educational institution of the VII type;
- for children with mental retardation, an institution of the VIII type.
In all correctional (special) educational organizations, special federal standards are implemented. The curricula, according to which specialists work in each type of such boarding schools, are developed taking into account the psychophysical characteristics of development, the individual capabilities of "special children". In addition to state special (correctional) institutions, there are also private (non-state) boarding schools.
In recent years, educational institutions have also appeared for children with the following disabilities and health: with Down syndrome, symptoms of autism.
Conclusion
The employees of each educational institution are responsible for the health and life of children, ensuring their constitutional right to receive quality free education in the framework of the established standard.
All graduates of correctional educational institutions (except schools of the VIII type) receive qualification education. All of them must be handed a state certificate, which indicate the fact of completion of training in a correctional general or secondary educational institution.