Children with disabilities (with disabilities) constitute a significant proportion of total number minor 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 life. 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 educational institution and in the family.

Conditions of study at 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".

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Article on the topic "Education of children with disabilities"

Children with disabilities are children from 0 to 18 years old, as well as young people over 18 years old, who have temporary or permanent impairments in physical and (or) mental development and who need to create special conditions for education.

Special conditions are devices, technologies, methods, methods, programs, textbooks, manuals and other means necessary for children with disabilities to receive rehabilitation services that ensure the implementation of their constitutional rights and freedoms.

Problems special education today they are one of the most relevant 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. The education of children with disabilities and children with disabilities provides for the creation of a special correctional and developmental environment for them that provides adequate conditions and equal opportunities with ordinary children to receive education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation.

Education for children with disabilities and children with disabilities 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.

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 professional competence teachers of correctional and developmental education, as well as the creation of conditions for achieving a new modern quality general education.

Features of children with disabilities.

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;

- expand as far as possible educational space outside the educational institution.

General principles and rules of corrective work:

1. Individual approach to every 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, which 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.

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 promote 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.

Next very an important tool energizing teachings are the methods and techniques of teaching. It is through the use of certain methods that the content of training is realized.

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 highlights 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 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 practical work teachers with students with disabilities, we consider 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 students' ability 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 under 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 organizing activities for learning, combining the game and the educational process, more precisely, using a game form of organizing students' activities to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective mastering by schoolchildren. educational program, which is important not only for students with speech disorders, but also especially important for students 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 case of insufficiently high abilities of the student, however, in reverse direction this principle does not work - no abilities can compensate for the lack 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 applies 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 presentation demonstration. 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, activation vocabulary, the development of coherent speech.

7. Active methods of reflection.

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 the 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, you can see how emotional condition student 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 different kinds work, which is also an effective means of activating the teachings. 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 modern technologies and methodologies.

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 that I carry out is occupied by a 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 studying proccess, 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 training, there is an overcoming, correction and compensation of violations of the physical and mental development 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 the lessons in which the development takes place. educational information 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" I give the task "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 reading lesson I give the task "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: I organize training 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”, I give the task - “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, I 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 whole 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, story lessons, creative assignment defense lessons, through the involvement fairy tale characters, gaming activities, extracurricular activities and the use of various techniques. For example: let's help a fairy-tale hero count the number of objects, sounds, syllables, etc. I offer children to read words in half letters. Half of the word (upper or lower) closes. In the lessons in the form of a riddle, rebus, charade, crossword puzzle, the topic of the lesson can be given. encrypted topic. "- We are scouts today, we need to complete the task. - Decipher the word, for this, arrange the letters in accordance with the numbers in order."

AT last years Considerable attention is paid to the problems of children with special health needs (HIA). What is it and how to solve them? Let's try to figure it out.

Disabilities of health (HIA). What it is?

Scientific literature sources describe that a person with disabilities has certain limitations in daily life. It's about about physical, mental or sensory defects. Therefore, a person cannot perform certain functions or duties.

This condition can be chronic or temporary, partial or general.

Naturally, physical limitations leave a significant imprint on psychology. Usually, people with disabilities tend to isolation, are characterized by low self-esteem, increased anxiety and self-doubt.

Therefore, work must begin from childhood. Considerable attention within the framework of inclusive education should be given to the social adaptation of disabled people.

Three-bar scale of disability

This is the British version. The scale was adopted in the 1980s by the World Health Organization. It includes the following steps.

The first one is called "illness". We are talking about any loss or anomaly (psychological/physiological, anatomical structure or function).

The second stage involves patients with defects and loss of the ability to perform activities that are considered normal for other people.

The third stage is incapacity (disability).

Types of HIA

In the approved classification of violations of the basic functions of the body, a number of types are distinguished. Let's dwell on them in more detail.

1. Violations of mental processes. It is about perception, attention, memory, thinking, speech, emotions and will.

2. Violations in sensory functions. These are sight, hearing, smell and touch.

3. Violations of the functions of respiration, excretion, metabolism, blood circulation, digestion and internal secretion.

4. Changes in the static-dynamic function.

Disabled children, who belong to the first, second and fourth categories, are a large part of the total. They are distinguished by certain deviations and developmental disorders. Therefore, such children require special, specific methods of training and education.

Psychological and pedagogical classification of children who belong to the system of special education

Let's consider this question in more detail. Since the choice of techniques and methods of training and education will depend on this.

• Children with developmental disabilities. They lag behind mentally and physical development due to the fact that there is an organic lesion of the central nervous system and impaired functioning of analyzers (auditory, visual, motor, speech).
• Children who have developmental disabilities. They differ in the deviations listed above. But they limit their possibilities to a lesser extent.

Children with disabilities, children with disabilities have significant developmental disorders. They enjoy social benefits and benefits.

There is also pedagogical classification violations.

It consists of the following categories.

Children with disabilities:

• hearing (late-deaf, hearing-impaired, deaf);
• vision (visually impaired, blind);
• speech (various degrees);
  intellect;
• delayed psychoverbal development (ZPR);
• musculoskeletal system;
• emotional-volitional sphere.

Four degrees of health impairment

Depending on the degree of dysfunction and adaptation possibilities, it is possible to determine the degree of health impairment.

Traditionally, there are four degrees.

First degree. The development of a child with disabilities occurs against the background of mild and moderate functional impairment. These pathologies may be an indication for the recognition of disability. However, as a rule, this does not always happen. Moreover, with proper training and education, the child can fully restore all functions.

Second degree. This is the third group of disability in adults. The child has pronounced disturbances in the functions of systems and organs. Despite treatment, they continue to limit his social adaptation. Therefore, such children need special conditions for education and life.

The third degree of health impairment. It corresponds to the second group of disability in an adult. There is a large severity of violations that significantly limit the child's ability in his life.

The fourth degree of health impairment. It includes pronounced violations of the functions of systems and organs, due to which the child's social maladjustment occurs. In addition, we can state the irreversible nature of the lesions and, often, the ineffectiveness of measures (therapeutic and rehabilitation). This is the first group of disability in an adult. The efforts of teachers and doctors are usually aimed at preventing a critical condition.

Problems of development of children with disabilities

This is a special category. Children with disabilities are distinguished by the presence of physical and mental abnormalities that contribute to the formation of disorders general development. This is the generally accepted position. But it is necessary to understand this issue in more detail.

If we talk about a child with minor disabilities, which we have already determined, then it should be noted that by creating favorable conditions, most of the problems with development can be avoided. Many violations are not limiters between the child and the outside world. Competent psychological and pedagogical support for children with disabilities will allow them to master the program material and study together with everyone in general education school attend regular kindergarten. They can communicate freely with their peers.

However, disabled children with serious disabilities need special conditions, special education, upbringing and treatment.

Social policy of the state in the field of inclusive education

In Russia, certain areas have been developed in recent years social policy associated with an increase in the number of children with disabilities. What is it and what problems are being solved, we will consider a little later. For now, let's note the following.

The basic provisions of social policy are based on modern scientific approaches, available material and technical means, a detailed legal mechanism, national and public programs, a high level of professional training of specialists, and so on.

Despite the efforts made and the progressive development of medicine, the number of children with disabilities is steadily growing. Therefore, the main directions of social policy are aimed at solving the problems of their education at school and stay in a preschool institution. Let's consider this in more detail.

Inclusive education

Education of children with disabilities should be aimed at creating favorable conditions for the implementation equal opportunity with peers, getting an education and ensuring a decent life in modern society.

However, the implementation of these tasks should be carried out at all levels, from kindergarten and ending with school. Let's take a look at these stages below.

Creating a "barrier-free" educational environment

The basic problem of inclusive education is to create a "barrier-free" educational environment. The main rule is its accessibility for children with disabilities, solving the problems and difficulties of socialization.

In educational institutions that provide their support, it is necessary to comply with general pedagogical requirements for technical equipment and equipment. This is especially true for the implementation of household needs, the formation of competence and social activity.

In addition, special attention should be paid to the upbringing and education of such children.

Problems and difficulties of inclusive education

Despite the ongoing work, the education and upbringing of children with disabilities is not so simple. The existing problems and difficulties of inclusive education are reduced to the following positions.

Firstly, a group of children does not always accept a child with disabilities as "their own".

Secondly, teachers cannot master the ideology of inclusive education, and there are difficulties in implementing teaching methods.

Third, many parents do not want their normally developing children to be in the same class as a "special" child.

Fourthly, not all disabled people are able to adapt to the conditions ordinary life without requiring additional attention and conditions.

Children with disabilities in a preschool

Children with disabilities in preschool educational institutions are one of the main problems of a non-specialized kindergarten. Since the process of mutual adaptation is very difficult for the child, parents and teachers.

The priority goal of the integrated group is the socialization of children with disabilities. For them, preschool is the starting point. Children with different abilities and developmental disabilities must learn to interact and communicate in the same group, develop their potential (intellectual and personal). This becomes equally important for all children, as it will allow each of them to maximize the existing boundaries of the world around them.

Children with disabilities at school

The priority task of modern inclusive education is to increase attention to the socialization of children with disabilities. An approved adapted program for children with disabilities is needed to study in a general education school. However, the currently available materials are scattered and not integrated into a system.

On the one hand, inclusive education in general education schools is beginning to appear, on the other hand, the heterogeneity of the composition of students is increasing, taking into account the level of their speech, mental and mental development.

Such an approach leads to the fact that the adaptation of both conditionally healthy children and children with disabilities is significantly more difficult. This leads to additional, often insurmountable difficulties in the implementation of the individual approach of the teacher.

Therefore, children with disabilities in school cannot simply learn on an equal basis with others. For a favorable result, certain conditions must be created.

The main areas of work in the system of inclusive education

For the full development of a child with disabilities at school, it is necessary to work in the following areas.

Firstly, in order to solve problems, it is recommended to create a group of psychological and pedagogical support in an educational institution. Her activities will be as follows: to study the developmental features of children with disabilities and their special needs, to draw up individual educational programs, to develop forms of support. These provisions should be recorded in a special document. This is an individual card of psychological and pedagogical support for the development of a child with disabilities.

Secondly, constant adjustment of the methods and methods of training and education is necessary.

Thirdly, the escort group should initiate a revision of the curriculum, taking into account the assessment of the child's condition and the dynamics of his development. As a result, an adapted version of it for children with disabilities is being created.

Fourthly, it is necessary to regularly conduct correctional and developmental classes aimed at increasing motivation, developing cognitive activity, memory and thinking, and understanding one's personal characteristics.

Fifth, one of the necessary forms of work is work with the family of a disabled child. Its main purpose is to help parents in the process of mastering practical knowledge and skills necessary for the upbringing and education of children with disabilities. In addition, it is recommended:

• actively involve the family in the work of the educational institution, providing psychological and pedagogical support;
• provide counseling to parents;
• educate the family in the techniques and methods of assistance available to them;
• organize feedback from parents with educational institutions, etc.

In general, it should be noted that inclusive education in Russia is just beginning to develop.

Workshop on the topic:

"Peculiarities of teaching children with disabilities in a secondary school"

Every child is special, that's for sure. And yet there are children who are referred to as "special" not to emphasize the uniqueness of their abilities, but to indicate the special needs that distinguish them.

Currently in Russia, for a number of reasons, there is a tendency to increase the birth of children with various pathologies. The category of such children is extremely heterogeneous, but their common main feature is a violation or developmental delay. According to the Committee on Education (as of September 1, 2016), there are 46 disabled children in our district, 80 children school age have the status of a child with disabilities, of which 71 are studying according to an adapted program with intellectual disabilities. Our school has 9 children with disabilities, of which 4 children have a disability due to a disease, and 5 people have a developmental disability. to. they have PMPK recommendations, 4 children study at home.

Regulatory Federal State Educational Standard for students with disabilities

1. dated 29.12.2.12 No. 273-FZ

5. A new SanPiN for children with disabilities comes into force on September 1, 2016.

6. Examples of adapted basic general education programsdated December 22, 2015 (located in )

The Law “On Education” states that children with developmental problems have equal rights to education with everyone.In Conceptmodernization Russian education it is noted that: "All children with disabilities and children with disabilities of school age have the right to study in general education schools at their place of residence."

The main terms used in teaching children with disabilities:

GEF NOO HVZ- federal state educational standard of primary general education for students with disabilities.

Federal State Educational Standard- federal state educational standard for the education of students with mental retardation (intellectual disabilities).

AOOP- adapted basic general education program.
SIPR- a special individual development program.

PMPK- psychological-medical-pedagogical commission.

PMP-k- Psychological-medical-pedagogical consultation.
IPRA- an individual program for the rehabilitation and habilitation of a disabled person (since January 1, 2016 in new form)

A student with disabilities (HIA) - an individual who has deficiencies in physical and (or) psychological development, confirmed by the psychological-medical-pedagogical commission and preventing education without creating special conditions.

Disabled person - a person who has a health disorder with a persistent disorder of body functions due to diseases, the consequences of injuries or defects, leading to a limitation of life and causing the need for his social protection.

Those. A child with disabilities and a child with a disability are different concepts.The status of "student with disabilities" is given only to the child who has the conclusion of the PMPK and who cannot study without the creation of special educational conditions to meet his special needs. To establish the status of a child, it is necessary to undergo an examination at the territorial psychological, medical and pedagogical commission,which are the initial and connecting link between the organizations of general and special education for the inclusion of children with disabilities in the general educational process.The AOOP option is determined on the basis of the recommendations of the PMPK based on the results of a comprehensive psychological, medical and pedagogical examination (in case of disability - taking into account the IPR) and the opinion of parents (legal representatives).

The group of students with disabilities is extremely heterogeneous. It includes children with various developmental disorders:

Education in a general education school for children with disabilities can be represented by the following options:

inclusive education in the general education class according to adapted general education programs;

a special (correctional) class studying according to adapted general educational programs;

home schooling.

Children with special needs can be homeschooled. The basis for homeschooling ismedical report and not the conclusion of the PMPK.

Inclusive education – ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities.Inclusive education means teaching "special" children in the same class as healthy students, and not in a special class created during general education educational institution. In our school, in the 5th grade, a child with disabilities with intellectual disabilities is educated inclusively. The teachers working with this child developed adapted work programs. There is a separate classroom journal for this child.

For the full development of a child with disabilities at school, it is necessary:

1. The presence of a psychological and pedagogical council in an educational institution.

2. Development of a regulatory framework.

3. Consent of parents (legal representatives) to educate the child in an adapted educational program.

4. Drawing up an individual curriculum. Organization of corrective work.

5. Development of an individual adapted general education program a student - a child with disabilities in accordance with educational standards.

6. Adaptation of teaching and upbringing methods to the special educational needs of students and pupils with disabilities.

7. Comprehensive psychological and pedagogical support for a child with disabilities in the process of learning and socialization.

8. Portfolio of a child with disabilities.

9. Tutor support of a child with disabilities in the learning process.

10. Adaptive educational environment.

11. Interaction with parents.Organization of assistance to parents in the process of mastering the practical knowledge and skills necessary for the upbringing and education of children with disabilities.

12. Development of an inclusive culture. Cohesion of the student team, development of skills of cooperation, interaction and mutual assistance

13. Orientation of the educational system of the institution to the formation and development of tolerant perception and relations of participants in the educational process.

The software and methodological support of the inclusive educational process is reflectedin three documents:

- adapted basic general education program;

- adapted work program developed taking into account individual features child;

- remedial program, being integral part the main educational program developed educational organization based on the recommended list of general education programs.

An adapted program should be developed taking into account the characteristics of the child's development, the main goal should be the correction of developmental disorders and the correction of violations of social adaptation. The school is developing an adapted program independently. The GEF is the basis for developing an adapted program.

Adapted basic educational program is an educational program adapted for training persons with disabilities, taking into account the peculiarities of their psychophysical development, individual capabilities and, if necessary, providing correction of developmental disorders and social adaptation of these persons.(Article 79, paragraph 5. Federal Law No. 273 of December 29, 2012).

Adapted working programm - this is an educational program adapted for teaching a child with disabilities (including those with disabilities), developed on the basis of the main general education program, taking into account the adapted main educational program and in accordance with the psychophysical characteristics and special educational needs of the category of persons with disabilities. (Art. 2.FZ No. 273 of December 29, 2012).

The program of correctional work in an educational institution should be aimed at ensuring the correction of shortcomings in the physical and (or) mental development of children with disabilities and assisting children in this category in mastering the basic educational program of primary general education.

Law"On Education"highlighted some features in the implementation of AOOP. In particular, Part 3 of Art. 55 defines a special procedure for the admission of children to study under the programs under consideration: only with the consent of the parents (legal representatives) and based on the recommendations of the PMPK.

Admission of persons with disabilities to the school takes place in accordance with general order child's admission to school. It is worth noting here that the results of the medical examination before entering the school and the results of the PMPK examination should not contain contraindications to entering a mass school in conclusion. Therefore, if there are no contraindications, then a child with disabilities cannot be denied admission to school. Joint upbringing and education of persons with disabilities and persons without such disabilities should not adversely affect the learning outcomes of the latter.

AOOP is implemented through the organization of classroom and extracurricular activities. Lesson activity consists of hours of the obligatory part and the part formed by the participants in the relationship.

Extracurricular activities are formed from the hours necessary to meet the individual needs of students with disabilities and in total amount to 10 hours per week for each class, of which at least 5 hours are provided for the implementation of compulsory remedial classes, and the rest - for the developmental area, taking into account age features students and their physiological needs (SanPiN).

Adaptation to school in children with special needs is longer and more difficult. The pace of work in the classroom, a large number of students in the class, as a result, the lack of an individual approach is an incomplete list of difficulties that children with disabilities may face at school. The task of parents is to listen to the recommendations of specialists in the organization of education special child. The task of the school in this case is the creation of special conditions for learning.

A lesson in a class where ordinary schoolchildren and schoolchildren with special needs study together should be different from lessons in classes where pupils of equal learning abilities study.

Methods, techniques, technologies for teaching children with disabilities that need to be used

1. Use of visibility and visual stimuli
2. The use of signal cards when performing tasks
3. Dividing large material into small, interconnected parts
4. Knots for memory
5.Introduction of modern computer technologies
6.Using surprise moments
7. Active methods of reflection

8.Health-saving technologies

Teaching children with special needs in a public school is an opportunity to demonstrate the tolerant attitude of the children's and adult community towards students with disabilities. The school should become a comfortable and safe environment for such children, where everyone can find their place and reveal their abilities.

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 children. I prepared for course preparation, certification, I took the material on various Internet sites.

INTRODUCTION

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. public policy not only in the field of education, but also in the field of demographic and social economic development 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.
PECULIARITIES 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, and 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 promote 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 activating educational activity in the course of training is a necessary condition for the success of the learning process for schoolchildren of the SOVZ.
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 students' ability 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 organizing activities for learning, combining the game and the educational process, more precisely, using a 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 applies 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 presentation demonstration. 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. Dictionary 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 the 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 that I carry out is occupied by a 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" I give the task "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 reading lesson I give the task "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: I organize training 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”, I give the task - “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, I 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 whole 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. For example: let's help a fairy-tale hero count the number of objects, sounds, syllables, etc. I offer children to read words in half letters. Half of the word (upper or lower) closes. In the lessons in the form of a riddle, rebus, charade, crossword puzzle, the topic of the lesson can be given. encrypted topic. "- We are scouts today, we need to complete the task. - Decipher the word, for this, arrange the letters in accordance with the numbers in order."
On the example of a Russian language lesson