Special correctional school 8. Correctional schools I, II, III, IV, V, VI, VII and VIII types

In order to understand what the term "correctional school" means, you need to remember certain facts. Unfortunately, some children lag behind in development from their peers, and cannot be trained on an equal basis with everyone. There can be several reasons for this problem, for example:

• diseases nervous system;
• congenital anomalies;
• the consequences of poor social and living conditions;
• various mental disorders.

Therefore, along with educational institutions for children without deviations, there is a special correctional general education school. It is engaged in training taking into account the peculiarities of development and a number of diagnoses.

The number of such educational institutions is limited, and in some cities they do not exist at all. Therefore, there is another type - a special correctional boarding school. It provides not only education and upbringing of children, but also accommodation, food, leisure.

Correctional school boarding school is a good way out when it is difficult to solve the problem of travel. These establishments employ qualified professionals who are able to find mutual language special children, so living away from home will be safe.

Types of correctional schools

Each of the developmental pathologies requires its own methods of correction. Therefore, there are several types of correctional schools. Hearing-impaired children study at schools of the 1st type. For the deaf and dumb, there are separate establishments of the II type. The blind and visually impaired attend schools III and IV type. If you have a speech impediment, you can visit 5th view such establishments.

Neurological and psychiatric hospitals sometimes operate educational institutions of the VI type. They are designed for those guys who have observed different forms had a history of traumatic brain injury.

V School VII type accept students with attention deficit hyperactivity disorder, as well as those who have been diagnosed with mental retardation (MPD).

Educational institution of the VIII type specializes in working with . The main goal of teachers is to adapt students to life. Here they teach to read, count, write, to be able to navigate in the simplest everyday situations, to establish social contacts. A lot of time is devoted to the development of labor skills, so that in the future a person will have the opportunity to earn his living by physical labor (carpentry, sewing).

You can get into a special correctional school of all kinds only on the basis of a medical certificate.

Differences from the mainstream school

You need to understand that a correctional school is an opportunity for such an education that will be feasible for a child with developmental disabilities, since the program is fully adapted to the contingent. The main features can be distinguished:

Special institutions have full-fledged conditions for the education of special children. In some cases, for such a student, education in a correctional school will be more comfortable and effective. But even children with medical certificates that allow them to study in such institutions can do well in public school. Therefore, the decision must be made in each situation individually.

Special educational institutions are designed for training with various developmental disabilities. There are eight types of such schools in total. For the education of deaf children, correctional institutions of the 1st type have been created. Special schools of the 2nd type are designed to teach hearing-impaired children with partial hearing loss and varying degrees of speech underdevelopment. Correctional schools of the 3rd and 4th types are organized for training, education, correction of developmental disabilities with disabilities. Such educational institutions accept blind and visually impaired children, children with amblyopia, strabismus, with complex combinations of visual impairments, suffering from eye diseases leading to blindness.

Correctional schools of the 5th type are intended for those with severe speech pathologies, children with severe general underdevelopment of speech, with stuttering. Special educational institutions of the 6th type were created for the education and upbringing of children with any developmental disorders of the musculoskeletal system, with cerebral palsy, deformities of the musculoskeletal system. Special schools of the 7th type are designed for the education and upbringing of children with mental retardation. With preserved opportunities for intellectual development, such children have attention, memory, increased exhaustion, insufficient pace of mental processes, emotional instability, and unformed voluntary regulation of activity. Correctional educational institutions of the 8th type were created for the education and upbringing of children with mental retardation.

Correctional schools of the 8th type

The purpose of creating special educational institutions of the 8th type is the correction of deviations in development, as well as socio-psychological rehabilitation for further integration into society. In such schools, classes are created for children with severe mental retardation, the occupancy of such classes should not be more than 8 people. Pupils of schools of the 8th type have irreversible developmental disorders and will never be able to catch up with their peers, therefore, to a greater extent, training in these educational institutions is aimed at developing their life competence for adaptation in society, which allows them to avoid disasters social character. In a small amount, they are given academic knowledge, which is directed to maintaining socialization. Children with intellectual disabilities study according to a special program up to the 9th grade. Those of them who can master a working profession are engaged, in the future, in low-skilled labor.

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

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

Correctional schools 2 types

- for hearing-impaired or late-deaf children.

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

Correctional schools 3 types

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

Correctional schools 4 types

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

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

Correctional schools 5 types

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

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

Correctional schools 6 types

- Children with musculoskeletal disorders.

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

Correctional schools of 7 types

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

The school carries out a correction of mental development, the development of cognitive activity and the formation of skills learning activities. According to the results of training in primary school pupils can be transferred to a general education school.

Correctional schools 8 types

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

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

More about remedial schools

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

V last years special educational institutions are being created for other categories of children with handicapped health and life: with autistic personality traits, with Down syndrome.

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

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

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

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

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

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

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

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

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

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

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

In addition to education, a special school provides medical and psychological support to children with disabilities, for which there are appropriate specialists on the staff of a special school.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

For providing speech therapy assistance preschool children school age Speech therapy service works for those who have deviations in the development of speech for students in educational institutions of general purpose.

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

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

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

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