Lecture
Correctional-pedagogical activity is a system of special psychological-pedagogical, sociocultural and therapeutic measures aimed at overcoming or mitigating deficits in the psychophysical development of children with special needs, imparting to them the necessary and accessible knowledge, skills and abilities, and developing and shaping their personality as a whole. The essence of correctional education lies in forming the child's psychophysical functions and enriching his practical experience, alongside overcoming, mitigating or smoothing out the disorders of psyche, sensory function, motor function and behaviour that he has.
The system of consultative-diagnostic, correctional-pedagogical and rehabilitation work is a comprehensive approach to working with people experiencing difficulties in various aspects of life, such as education, psychological development, behaviour and adaptation in society. This system unites various stages and methods to provide effective support and assistance.
Consultative work: The consultative stage includes professional counselling and support. Specialists such as psychologists, teachers, social workers and medical experts provide individual consultations to identify problems, assess the situation and develop strategies for further action.
Diagnostic work: The diagnostic stage includes the analysis and assessment of a person's individual characteristics, problems and needs. Through various tests, observations and questionnaires, specialists determine the nature of the deviant behaviour, the psychological characteristics, and the areas requiring correction.
Correctional-pedagogical work: At this stage, individual programmes and methods are developed for correcting problem behaviour and developing skills. Pedagogical approaches tailored to the person's needs help change negative behavioural patterns and develop adaptive skills.
Rehabilitation work: Rehabilitation is aimed at restoring and developing abilities, adapting to the social environment and improving quality of life. This stage includes teaching skills of self-regulation and social adaptation, and developing self-confidence and a healthy lifestyle.
Monitoring and support stage: The monitoring stage involves ongoing observation of progress and changes. Specialists and the people around the person provide support, monitor their development and help them overcome any difficulties that arise.
The goal of this system is to help people overcome difficulties, develop adaptive skills and integrate into society. The process involves the cooperation of various specialists, as well as the support of the social environment, family and friends.
The system of special correctional educational institutions has been created for the purpose of providing instruction, upbringing and treatment for children and adolescents with various deviations in psychophysical health. This system forms the basis of the institution of special education for children and adolescents with disabilities. Its functions can be reduced to the following:
1) habilitative-rehabilitative;
2) corrective;
3) compensatory;
4) social and everyday-life;
5) vocational-occupational.
These functions are realised through the activity of special correctional-rehabilitation institutions. The following types of institutions are distinguished: infant homes, children's homes, residential care homes, special kindergartens and groups, schools and boarding schools, rehabilitation centres, and vocational-technical colleges.
For the reliable diagnosis of physical and/or mental deficits in children, the determination of their special educational needs, and the counselling of parents on matters of children's physical and/or mental impairment, networks of permanent interdepartmental psychological-medical-pedagogical consultations (commissions) are established.
The commission must always include the following specialists: 1) a psychologist; 2) physicians: a psychiatrist, neurologist, orthopaedist, otolaryngologist, ophthalmologist and general practitioner; 3) special-education teachers: a speech therapist, teacher for children with intellectual disabilities, teacher of the deaf, and teacher of the visually impaired; 4) a social pedagogue; 5) a lawyer; 6) representatives of the relevant authorities responsible for education, health care and social protection.
In addition, multidisciplinary rehabilitation centres are established for the education and upbringing of children and adults up to the age of 21 with severe and complex developmental deficits. The tasks of such centres include developing communication and self-care skills and basic occupational skills, and conducting educational classes according to individual instruction programmes. At present, approximately 5% of children in the Russian Federation belong to the category of children with disabilities caused by various health deviations who require a special system of education and support.
To determine a child's educational pathway, a comprehensive psychological-medical-pedagogical diagnostic assessment must be carried out. This work within the education system is performed by Psychological-Medical-Pedagogical Commissions and Psychological – Pedagogical – Medical – Social Centers (PPMS – centers).
The PMPC is an institution of the education system that carries out consultative-diagnostic and correctional-pedagogical activities for children with developmental disorders from birth to age 18.
The structural units of the PMPC include:
Level 1 – psychological – medical – pedagogical councils (PMP – councils) of educational institutions;
Level 2 – psychological – medical – pedagogical commissions (PMPC) at the municipal level (district, city);
Level 3 – psychological – medical – pedagogical commissions at the regional level (R)PMPC: oblast, krai, republic.
The goal of the PMPC is to organize assistance for children with developmental disorders on the basis of comprehensive diagnostic examination and to determine the special conditions needed for them to receive education and the necessary medical care.
The main tasks of the PMPC are:
The main tasks of the institution are:
The main areas of activity of the institution are:
II. Educational institutions
After conducting a comprehensive diagnostic assessment, PMPC and PPMS-center specialists must acquaint the parents with the proposed educational pathway for the child.
At present, education systems in developing countries offer the following options for providing developmental and instructional assistance to children with developmental problems.
For children from 0 to three years of age with developmental problems, Early Intervention Services (early intervention) and Lekoteks are being established on the territory of the Russian Federation..
The high effectiveness of psychological-medical-pedagogical assistance to infants and young children with developmental disorders has been proven by international practice. Historically, in most developed countries early intervention emerged from the sphere of medicine and moved into the sphere of education. This organizational shift was linked to the development of international law in the area of child protection and to the displacement of medical methods of habilitation by psychological-pedagogical ones.
In Russia, against the backdrop of democratic reforms and changes to the federal law on education, specialists in the fields of pediatrics, pediatric neurology, child psychology and defectology have become interested in the achievements of their foreign colleagues in this area and have developed a desire to create similar services.
Tasks of the Early Intervention Service
The activities of the EIS are based on the following principles:
The following forms of work have developed within the EIS: a) medical examination, b) home visiting, c) group sessions, d) prolonged counseling, e) seminars for parents, f) psychotherapeutic work with parents, g) seminars for parents.
The Lekoteka (derived from the Swedish word leco- meaning toy and the Greek theke- meaning storehouse) is a service of psychological support and special pedagogical assistance for parents raising children with pronounced developmental disorders and problems. That is, it involves weekly individual sessions for children with a speech therapist, a defectologist and a psychologist. The Lekoteka implements correctional and educational programs, as well as psychological support for the family, based on the use of play-based methods and the Lekoteka's resources.
The goal of the Lekoteka is to provide psychological-pedagogical support to children from 2 months to 11 years of age with limited health capabilities and special educational needs, and to their families, using play- and art-therapy methods for socialization, supporting the development of the children's personalities and forming the prerequisites for learning activity.
The main tasks of the Lekoteka are:
Goals and tasks of organizing short-stay groups:
Based on the results of a socio-pedagogical study, the following models of short-term stays for children in preschool educational institutions were identified:
This classification will, in time, presumably be refined and expanded as new forms of preschool education continue to develop.
Combined-type preschool educational institutions may organize general-developmental, compensatory and health-improvement groups in various combinations. Introducing integrated upbringing and instruction into the practice of preschool educational institutions makes it possible to extend the reach of necessary correctional-pedagogical and medical-social assistance to more children, to bring it as close as possible to the child's place of residence, to provide parents (legal representatives) with consultative support, and also to prepare society to accept a person with disabilities.
Special attention should be given to the integration of young children, which helps a child with developmental disorders achieve a level of general and speech development equal to or close to the age norm and allows him or her, at an earlier stage of development, to join the environment of typically developing peers
Tasks of establishing integrative groups
5. Special (correctional) educational institutions
The following special (correctional) educational institutions exist for students and pupils with developmental disorders:
Special (correctional) educational institutions are established for deaf, hard-of-hearing and late-deafened children, blind, visually impaired and late-blinded children, children with severe speech disorders, children with musculoskeletal disorders, children with delayed mental development, children with intellectual disabilities, and other children with developmental disorders.
The main tasks of the special (correctional) institution are:
The main areas of activity of the special (correctional) institution are:
The specifics of the educational process, the direction of rehabilitation activities for students and pupils with developmental disorders, and the level of educational programs implemented are determined by the Ministry of Education of the Russian Federation in agreement with the Ministry of Health of the Russian Federation, depending on the type of special (correctional) educational institution.
Special (correctional) educational institution of Type I
A special (correctional) educational institution (hereinafter – correctional institution) of Type I is established for the instruction and upbringing of deaf children, for their all-round development in close connection with the formation of verbal speech as a means of communication and thought on an audio-visual basis, and for the correction and compensation of disorders in their psychophysical development, so as to provide general education, vocational training and social preparation for independent life.
The Type I correctional institution carries out the educational process in accordance with the level of general education programs of the three stages of general education:
Special (correctional) educational institution of Type II
A Type II correctional institution is established for the instruction and upbringing of hard-of-hearing children (having partial hearing loss and various degrees of speech underdevelopment) and late-deafened children (deafened at preschool or school age but who have retained independent speech), for their all-round development based on the formation of verbal speech, and for preparing them for free verbal communication on an auditory and audio-visual basis.
To ensure a differentiated approach to instructing hard-of-hearing and late-deafened children, two divisions are established:
The Type II correctional institution carries out the educational process in accordance with the levels of general education programs of the three stages of general education:
Special (correctional) educational institutions of Types III and IV
Type III and IV correctional institutions provide instruction, upbringing and correction of primary and secondary developmental disorders in pupils with visual impairments, develop intact analyzers, and form correctional-compensatory skills that promote the pupils' social adaptation in society
Blind children are admitted to a Type III correctional institution, as well as children with residual vision (0.04 or lower) and higher visual acuity (0.08) in the presence of complex combinations of visual function disorders, with progressive eye diseases leading to blindness.
The Type III correctional institution carries out the educational process in accordance with the levels of general education programs of the three stages of general education:
Total period of instruction –12 years.
Visually impaired children with visual acuity from 0.05 to 0.4 in the better-seeing eye with correction are admitted to a Type IV correctional institution. In this case, the state of other visual functions (visual field, near visual acuity), and the form and course of the pathological process are taken into account. Children with higher visual acuity may also be admitted if they have progressive or frequently recurring diseases, or in the presence of asthenic phenomena arising during reading and writing at close range.
In addition, children with strabismus and amblyopia who have higher visual acuity (above 0.4) are admitted to a Type IV correctional institution to continue vision treatment.
The Type IV correctional institution carries out the educational process in accordance with the levels of general education programs of the three stages of general education:
Special (correctional) educational institution of Type V
A Type V correctional institution is established for the instruction and upbringing of children with severe speech pathology, to provide them with specialized assistance that helps overcome speech disorders and the associated features of mental development.
The Type V correctional institution has either two divisions or one division.
Division 1 admits children with a severe degree of general speech underdevelopment (alalia, dysarthria, rhinolalia, aphasia), as well as children suffering from general speech underdevelopment accompanied by stuttering.
Division 2 admits children with a severe form of stuttering with normal speech development.
The Type V correctional institution carries out the educational process in accordance with the levels of general education programs of two stages of general education:
in Division 1:
in Division 2:
Special (correctional) educational institution of Type VI
A Type VI correctional institution is established for the instruction and upbringing of children with musculoskeletal disorders (with motor disorders of various etiology and severity, cerebral palsy, congenital and acquired deformities of the musculoskeletal system, flaccid paralysis of the upper and lower limbs, paresis and paraparesis of the lower and upper limbs), for restoring, forming and developing motor functions, correcting deficits in the children's mental and speech development, and for their social-occupational adaptation and integration into society on the basis of a specially organized motor regimen and subject-practical activity.
The Type VI correctional institution carries out the educational process in accordance with the levels of general education programs of the three stages of general education:
Special (correctional) educational institution of Type VII
A Type VII correctional institution is established for the instruction and upbringing of children with delayed mental development, who, despite potentially preserved capacities for intellectual development, display weakness of memory and attention, insufficient pace and mobility of mental processes, increased fatigability, an unformed capacity for voluntary regulation of activity, and emotional instability, in order to correct their mental development and emotional-volitional sphere, activate cognitive activity, and form the skills and abilities of learning activity.
The Type VII correctional institution carries out the educational process in accordance with the levels of general education programs of two stages of general education:
Admission of children to a Type VII correctional institution is carried out only into the preparatory, 1st and 2nd classes (groups) (into the 3rd class only as an exception).
Special (correctional) educational institution of Type VIII
A Type VIII correctional institution is established for the instruction and upbringing of children with intellectual disabilities, with the aim of correcting developmental disorders by means of education and vocational training, as well as social-psychological rehabilitation for subsequent integration into society.
The period of instruction in a Type VIII correctional institution may be nine to eleven years
(with the issuance to students of certificates of the established form).
According to regulatory-legal provisions, 2 main types of classes are established in the modern general education school for children with learning difficulties – compensatory instruction classes and remedial classes. In addition, some educational institutions establish pedagogical support classes, adaptation classes, health classes, and so on.
Correctional-developmental instruction (CDI) in remedial classes and compensatory instruction classes is determined by the regulatory-legal provisions of the RF Ministry of Education and is built on the organizational-pedagogical and scientific-methodological provisions of the Concept of CDI, developed by the Institute of Correctional Pedagogy, as well as on the psychological-pedagogical principles of developmental instruction. Remedial classes are established for the instruction of children with DMD who, despite potentially preserved capacities for intellectual development, display weakness of memory and attention, insufficient pace and mobility of mental processes, increased fatigability, an unformed capacity for voluntary regulation of activity, and emotional instability.
Compensatory instruction classes are established in educational institutions for children experiencing difficulties in mastering general education programs. Their main goal is to create adequate conditions for upbringing and instruction that make it possible to prevent the maladaptation of such children within the educational institution.
Compensatory instruction classes admit children from the at-risk group. This group includes children who, for various reasons, arrive at school physically and mentally weakened and socially neglected, at risk of social and school maladaptation. These are children "with intact intellect" whose adaptive capacities are significantly lower compared to their peers.
At-risk children do not have pronounced developmental disorders, i.e. they do not have DMD of cerebral-organic origin, intellectual disability, or pronounced disorders of speech, hearing, vision or the motor sphere. With intellectual development corresponding to the age norm, these children display low work capacity, increased fatigue and distractibility, impulsivity, hyperactivity, a low level of productivity of mental functions and activity, and an unformed learning motivation and cognitive interests.
The establishment of special CDI classes makes it possible to provide optimal pedagogical conditions for children with learning difficulties and problems of physical and nervous-mental health. A necessary element in organizing CDI in these classes is dynamic monitoring of each child's progress. Monitoring is carried out by the school's psychological service. The results of the monitoring are discussed at least once a quarter at small pedagogical councils and consultations.
When studying schoolchildren, the following indicators are taken into account:
Physical condition and development of the child: dynamics of physical development, characteristics of hearing and vision, characteristics of the development of the musculoskeletal sphere, coordination of movements, characteristics of work capacity (fatigability, exhaustion, distractibility, number of errors by the end of the lesson or during monotonous types of activity).
Characteristics and level of cognitive processes: characteristics of the perception of space and time, characteristics of attention, memory, thinking and speech, cognitive interests, curiosity.
Attitude toward learning activity, characteristics of motivation, level of mastery of learning activity.
Characteristics of the emotional-volitional sphere: emotional-volitional maturity, prevailing mood, characteristics of self-esteem, relationships with peers, behavior at school and at home, behavioral disorders, bad habits.
Characteristics of the mastery of knowledge, skills and abilities prescribed by the curriculum.
The scientific basis of CDI is the tenets of humanistic pedagogy. The main value of education is the human being, the child. Education and upbringing should help him or her become a person, become himself or herself.
The theoretical prerequisites for correctional-developmental educational practice were created by the scientific school of L.S. Vygotsky.
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