Lecture
In contemporary special pedagogy, the individual form of organizing instruction is applied in the following cases.
When the student has severe and multiple developmental
disorders. In this way, instruction is organized for children with severe forms of intellectual disability and accompanying disorders, and for deafblind children at the initial stages of their instruction.
When, in accordance with the specifics of the educational process, the particulars of the developmental disorder, and age-related features (early
age), the child needs individual psychological-pedagogical,
speech-therapy and other correctional assistance that can supplement
whole-class lessons. Thus, for children with impaired hearing,
individual sessions are held to form and develop their
pronunciation aspect of oral speech and to develop residual hearing. Speech disorders in various categories of children are corrected primarily in individual sessions. In a number of cases, psychological help and psychocorrectional and psychotherapeutic assistance are also provided
in the setting of individual work.
If a child is educated at home, correctional-developmental work is of a strictly individual character.
The duration of individual sessions is usually about 20-30
minutes.
The individual-subgroup form of organizing instruction in special education is used as a continuation of the individual form.
For example, correctional sessions for developing speech, self-care skills, orientation in space, etc., especially under conditions of integrated instruction, presuppose the possibility of working with children in small
groups. At later stages of instruction, once a certain correctional-pedagogical effect has been achieved, the individual-group
form of organizing instruction is applied in work with children who have
combined disorders or severe forms of intellectual disability.
The lesson is the main form of organizing the educational process. The lesson,
as in a general-education mass school, makes it possible to organize not
only educational-cognitive but also other kinds of developmental activity for children. The lesson provides opportunities for combining whole-class,
group, and, to a lesser extent, individual work by the students.
In most cases, especially at the initial stages of instruction, lessons in a special school are structured according to a mixed or combined
type. This is because younger schoolchildren with developmental disorders cannot absorb new material in large portions; the explanation of new material is preceded by preparatory-propaedeutic
work aimed at actualizing the corresponding knowledge and experience
of the students or at forming such experience; each portion of new material requires immediate reinforcement in activity-based, practical forms of exercises; at all stages of the lesson, step-by-step,
often individual monitoring of the assimilation of material and the identification of emerging educational difficulties are necessary.
In the middle and upper grades, lessons acquire classical features.
Lessons in a special school are characterized by wide use of group forms of work. This is work in pairs, in teams. Children are grouped depending on their cognitive abilities,
the pace of their learning activity, and the tasks of the correctional-educational process, as well as into teams (by their own wish or at the teacher's direction) into temporary groups for carrying out some learning task or for interaction. Work in pairs and teams makes it possible to develop independence, initiative, responsibility, a sense of comradeship,
partnership, and readiness for mutual assistance.
Individualized work at the lesson is applied to those students who differ significantly in their cognitive abilities and in the pace and volume of cognitive activity from
the rest of the children.
The additional forms of organizing the pedagogical process in the system of special education include excursions, additional classes, extracurricular forms of pedagogical work (for example,
extracurricular reading), and self-preparation (doing homework in a special boarding school).
The auxiliary forms of organizing the pedagogical process in a special boarding school include electives,
club and society work, olympiads, competitions, reviews, contests, quizzes, thematic evenings, hikes and expeditions.
The teacher determines the specific educational, upbringing, and
correctional tasks of the lesson. Educational tasks are determined in accordance with the instructional program.
The upbringing tasks of the lesson have a significant influence on
the organization and methods of instructional work. For example, cultivating independence and cognitive activity as personal qualities requires
paying more attention to exercises and various forms of independent work (naturally, taking into account the particulars of the student population
of this class).
Correctional-developmental tasks presuppose work on the development and correction of both non-speech processes and speech.
At every lesson, the personal experience of the students must be taken into account, since
it is easier, more interesting, and more accessible for students to study material if it is connected to personal impressions.
In organizing the lesson, the individual pace of work
of each student is taken into account, along with the particulars of his or her cognitive activity, memory,
and motor skills, etc., which helps achieve an optimal combination of collective, group, and individual forms of work at the lesson.
Every lesson requires the teacher to monitor the learning activity
of the students, which allows him or her to determine the nature of the children's understanding and assimilation of the learning material, and the level of skill
and habit formation. Analysis of the instructional process helps the teacher introduce the necessary corrections in order to develop the positive and reduce the negative aspects of the lesson.
Types and structure of lessons
Every lesson has particulars that distinguish it from another in its
specific tasks and content. However, there is a range of common features
in teaching and learning activity at the lesson. Work at any
lesson presupposes a number of stages: presenting new material, reinforcement,
review, checking and monitoring, homework assignments, summarizing
and concluding the lesson, and grading knowledge, etc.
The didactic task of the lesson is the basis for distinguishing the following main types of lessons:
- an introductory lesson - the level of children's familiarity within the topic to be studied is ascertained, and the most general information on this topic is communicated;
- a lesson of forming (presenting) new knowledge, in which the main attention is given to studying new material;
- a generalizing (review-and-generalizing) lesson, in which material studied on particular topics and sections is systematized;
- a test lesson, in which students carry out various
kinds of check and test work, orally or in writing;
- a lesson of forming and reinforcing skills and habits, where the main
attention is given to practical activity;
- a combined lesson, in which various kinds of work are combined - explanation, reinforcement, checking, summarizing, etc.
Lessons of vocational-labor instruction in workshops and on the school plot differ in their organization from the traditional forms.
By the structure of a lesson is meant the relationship and sequence
of the parts, moments, and stages of the lesson that contribute to the solution
of the tasks set.
In the theory and practice of instruction, a definite structure has taken shape
for each type of lesson. The common elements of a lesson are: organizing the beginning of the lesson, checking the assimilation of material studied, preparing
the students for the perception of new material, setting the aim and objectives of the lesson, explaining new material, exercises, reinforcement and review
of what has been studied, summarizing the lesson, grading knowledge, giving the homework assignment, and preparing students for independent work on it.
Each of these structural elements of the lesson pursues its own tasks.
Organizing the beginning of the lesson usually takes from one to several
minutes and is conducted as its own independent part. The organizational moment makes it possible to activate the children's attention, arouse interest in the forthcoming activity, put them in the mood for work, and check their readiness for the lesson.
Checking homework (actualizing knowledge) is a traditionally
established part of the lesson, the meaning of which lies both in checking and monitoring and in preparing to study new material.
Setting the aim and objectives (tasks) of the lesson is of great importance for
activating the students' attention and forming an initial interest in the subject being studied.
Explanation - the scientific presentation of the content of the learning material -
is the most important part in the structure of the lesson.
Reinforcement - special attention is given to this stage of the lesson. Reinforcement in the form of a system of exercises, independent work, and special
assignments is carried out by the teacher after explaining new material.
At this stage of the lesson, a differentiated approach to the
students and a variety of forms of reinforcement used by the teacher are particularly important,
depending on the individual abilities and particulars of what has been studied by the schoolchildren.
Review - this is the systematization, communication, and reproduction of learning material on topics, sections, and courses. The teacher plans in advance
a plan of review: what questions will be put to the students, what material
they will reproduce from memory, and what - using the textbook, what
training exercises and for practicing which skills will be given to them.
To increase the effectiveness of the review process in a special
school it is recommended, as far as possible, to diversify its forms
(for example, to use a story based on a picture, transparencies, slides, story-based and role-playing games, etc.).
Summarizing and assessing the students' work. In 1-3 minutes, the teacher
reproduces the main content of the lesson and points out the positive aspects and shortcomings in the students' work.
the knowledge of students at a special school is assessed according to the procedure established
for general-education schools. However, in assessing it, one must
above all take into account the requirements of the special school's programs and
the psychophysical particulars of the children, for whom the grade has great
educative and activating significance.
An objective assessment of the students' knowledge, abilities, and skills is achieved
by combining various kinds of ongoing and final checking of knowledge.
ongoing assessment of the students' knowledge, abilities, and skills makes it possible to detect gaps in the knowledge of individual students in a timely manner, to take measures to eliminate these gaps, and to prevent underachievement
in students.
final assessment of the students' knowledge, abilities, and skills is derived from
the results of everyday oral, individual, and whole-class
questioning of students, their completion of instructional class and home
work and other learning assignments, as well as on the basis of periodic
current and final test work on the program material being studied.
Current test work has the purpose of checking the assimilation of the material being studied; its content is determined by the teacher.
Final test work has the purpose of establishing, on the basis of
objective data, the level of mastery of the knowledge, abilities, and skills needed, which ensure students' further successful
progress in learning.
Final test work is carried out after the study of individual
topics of the program, as well as at the end of the school quarter, half-year, or year. On one
school day only one written test should be given in class, and no more than two in the course of a week. It is not recommended to hold
test work on the first day of the quarter, the first day after the holidays,
or the first and last days of the school week. Final (quarterly and year-end65
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final) test work is not held in grade 1, but starting from the second
half-year, in order to check knowledge, abilities, and skills provided for by the program,
individual test written assignments are carried out. In the workbooks, systematic work on errors is kept.
In assessing the students' knowledge, abilities, and skills, one must take into account the individual particulars of the students' intellectual development, the state of their emotional-volitional sphere, motor skills,
and speech.
Homework assignment. In assigning the homework, the teacher explains the main points and ways of carrying it out. The main task of this
stage of the lesson consists in helping students organize their own
home study work. After the homework assignment is given, several students should be asked how they understood it.
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