Topic: Implementation of individual and differentiated approaches to teaching and raising children with disabilities.

“If pedagogy wants to educate a person

in all respects, then she must first of all

get to know him in every way too.”

K. D. Ushinsky

Modern system special education involves teaching children with developmental disabilities in special (correctional) educational institutions that create favorable conditions for the development and correction of physical and mental development children with disabilities health. But they do not sufficiently take into account the individual needs of the family, its housing, material, intellectual, educational resources and capabilities. The remoteness and isolation of most special institutions from settlements creates a situation of “separation” of the child from the family and home village, disrupts the process of subsequent adaptation and socialization of the child, and negatively affects the development of his communication skills and sociocultural activity (L.M. Kobrina).
In light of the emerging new trends, the need arose to create a system of integrated education and upbringing of children with disabilities, pedagogical conditions in which the development and capabilities of children with special educational developmental needs will be met.

Currently, assistance to children with developmental problems is provided in various types of educational institutions, which are designed for differentiated education and training of children with developmental disabilities, depending on the nature and severity of the disorder, in accordance with primary and secondary deviations in children of the same category.

Under differentiated training term is usually understood as a form of organization educational activities For various groups students.

Individual approach– an important psychological and pedagogical principle that takes into account the individual characteristics of each child.

The fact that training and upbringing must in one way or another be consistent with the level of development of the child is an established and repeatedly verified fact that cannot be disputed.

Different children acquire knowledge, skills and abilities in different ways. These differences are due to the fact that each child, due to his specific developmental conditions, both external and internal, has individual characteristics.

The psychophysiological characteristics of children and different levels of their mental abilities naturally require different learning conditions to ensure effective learning for each child or group of children. In a school setting, this is possible through individualization and differentiation of instruction.

How to build a process differentiated learning?

Practitioners say: according to the degree of mental development and performance. Theorists believe: according to the degree of assistance to the child. Differentiation can be made based on the degree of independence of children when completing tasks.

This work is complex and painstaking, requiring constant observation, analysis and recording of results.

Differentiation in the modern sense is taking into account individual characteristics children in the form when children are grouped based on some characteristics for separate training.

The essence of the differentiated approach is to organize the educational process taking into account age characteristics, in creating optimal conditions for the effective activities of all children, in restructuring the content, methods, and forms of education, taking into account the individual characteristics of schoolchildren as much as possible. This approach makes it possible to divide children into subgroups in which the content of education, teaching methods, and organizational forms differ, and the composition of the subgroups can change depending on the assigned educational task.

The differentiated approach in the traditional training system organizationally consists of a combination of individual, group and frontal work. This approach is necessary at all stages of training.

An integral part of correctional classes for children with developmental disabilities is the optimization of the conditions of educational activities in the process of special correctional work. Corrective work is carried out in all classes and outside of class hours. When conducting educational and correctional work with children with developmental disabilities, it is necessary to adhere to the following rules:
implement an individual approach to each child in general education lessons;
prevent the onset of fatigue, using a variety of means (alternating intellectual and practical (game) activities, presenting material in small doses, providing measured assistance, interesting didactic material, etc.);
in the learning process, those methods should be used that can maximize the cognitive activity of children, develop their speech and form the necessary learning skills;
in the system of correctional measures, it is necessary to provide for the conduct of classes that ensure the preparation of children for mastering various sections of the curriculum, as well as enriching their knowledge about the world around them;
When working with children with developmental disabilities, the teacher must show special tact. It is very important to constantly notice and encourage the slightest successes of children, to help each child in a timely and sensitive manner, to develop in him faith in his own strengths and capabilities (N.N. Malofeev).
Thus, society’s interest in creating optimal conditions for identifying the inclinations and maximizing the development of the abilities of all children leads to the need for differentiation of education.

INDIVIDUAL APPROACH TO TRAINING- a pedagogical principle according to which, in educational work with a group of children, a pedagogical impact on each child is achieved, based on knowledge of his personality and living conditions.

Corrective pedagogy determines methods of teaching and raising children with developmental disabilities, taking into account the objective nature of their defect.

Each child has individual characteristics. The primary disorder affects the physical and mental development of the child. Therefore, mastering methods of working with such children depends on the depth of study of the entire complex of traits and phenomena that make up the peculiarity of their mental activity. Knowing the individual characteristics of each student helps the teacher find the most appropriate approach to him. In these cases, correction occurs, as it were, on two levels - on the one hand, work is being done to overcome general underdevelopment and therefore the impact extends to all aspects of the personality, on the other hand, it is addressed to individual shortcomings.

IN correctional pedagogy individualization of education and upbringing is a fundamental concept, since only taking into account the individual characteristics of children with various developmental disabilities creates conditions for the successful development of the harmonious personality of each child, his abilities, vital skills and abilities, for his psychophysical health. In this case, it is necessary to pay attention to the varied specificity of defects, in which each child with one or another developmental disorder is exceptional and has individual characteristic features of mental and physical development.

Children with developmental disabilities need an individual approach from the very beginning of education and upbringing, since only taking into account the individual characteristics of children with various developmental disabilities creates conditions for the successful development of the harmonious personality of each child, his abilities, vital skills and abilities, for his psychophysical health .

When implementing an individual approach, the following are taken into account:

Primary disorder that affects the physical and mental development of the child,

State of speech, intellect, emotionally - volitional sphere

Age and individual characteristics of children,

Creating conditions for the manifestation and development of their desires, interests, inclinations, and capabilities.

Features of mental processes (perception, attention, memory, thinking);

Temperament type.

An individual approach allows not only to take into account these characteristics, but also to conduct individual, consistent work with each child. For some categories of children, individual lessons are one of the main conditions for development.

A mandatory step in the classes is the use of health-saving technologies:

osteopathic gymnastics,

game hour after sleep,

dynamic pauses,

articulation gymnastics.

finger gymnastics,

outdoor games,

health paths - walking,

breathing exercises

art therapy,

music therapy,

fairytale therapy,

psychogymnastics,

All my activities and the activities of all teachers working with children with disabilities are aimed at eliminating the causes of difficulties in education and training and successful adaptation to society.

Thus, a differentiated approach and taking into account individual characteristics are a condition for the maximum possible correction of violations in the child’s development and his adaptation to the world around him.

Kim J.L. -teacher

Methods of teaching and raising children with disabilities

Methods of teaching and raising children with disabilities are based on an individual approach to the child. The goal of an individual approach is to teach a child to achieve success in school, to achieve high results in learning within the child’s capabilities. Methods and techniques for teaching children with disabilities in preschool educational institutions are as follows:

• Individual approach to each child with disabilities;
• Constant motivation to learn;
• Ratifications for small successes to create and reinforce a sense of purpose;
• Setting interesting chains of learning goals;
• Forming the necessary skills and habits to facilitate learning.

Auxiliary techniques with an impact on the emotional and cognitive sphere of children with developmental disabilities are: learning in a game format; trainings to stimulate development and adaptation among peers; psychological gymnastics and relaxation, allowing you to relieve fatigue, gain a charge of vigor and strength.

Project method in teaching children with disabilities .

The project method in teaching children with disabilities is aimed at increasing interest and creating positive motivation for learning, attracting open communication with the team, and active participation in education. Project methods in teaching children with disabilities make it possible to create for children a natural environment and activity conditions that are close to the real circumstances of adult life. To do this, the developed methods must perform a number of important tasks: create conditions for high-quality assimilation of knowledge and acquisition of strong skills; stimulate the child’s activity and creativity; increase children's interest in cognitive activities; ensure communication and cohesion between children; instill not only an interest in learning, but also a love for acquiring knowledge and skills. Project methods in teaching children with disabilities can bring constant results, so the teacher needs to maintain contact with the child’s parents in order to better understand the characteristics of the young person, timely adjust their methods and predict results.

Basic working methods of teaching and raising children with disabilities:

1. Individual approach

The individual approach is based on the idea that ensures equal treatment of all children and creates special conditions for the education of children with disabilities. First of all, individual tasks, requirements and forms of their implementation are developed that correspond to the special needs of the child. Consultation is provided for difficulties in education. This approach requires knowledge of the child’s characteristics, the presence of an educational plan and monitoring its implementation. When implementing an individual approach, the following are taken into account: disorders that have an inhibitory effect on the mental and physical development of the child; state of speech, intelligence, emotional and volitional sphere; individual characteristics of children, creating conditions necessary to stimulate development, motivation, activity, mood and desire to learn; the work of attention, memory, perception and thinking itself is a type of temperament. This is where an individual approach to the child should begin.

At the beginning of work, take a closer look at what positions the child occupies and what strategies (forms) of thinking he demonstrates, what difficulties he encounters in his work. All such information will help create special methods training and education of children with disabilities, with whom you can improve the results of both basic and additional training. It is recommended to place special emphasis on the development of perspective thinking in the child. This kind of thinking will help him strive and achieve greater results almost regardless of his condition.

1. Constant motivation and validation for success in learning “Motivation is desires! Differences in motivation stem from the fact that desires are different, but the essence remains the same: if you don’t want something, then you won’t do it,” says Philip Bogachev in his book “Success, or Positive Way of Thinking.” Despite the very simple and apt presentation, a lot of questions remain: how to determine the true desires of a child and how to motivate him? To find the answers, you need to start with definitions and the basics of motivation.

A motive is a reason that pushes an action.

Ratification is praise, approval, reward for something. Motivation can be positive (“to something”) and negative (“from something”), external and internal. It is advisable to use two types at once, but focus on the first so that the child is more proactive. You can create positive motivation in a child based on his desires, interests and level of thinking for the future. An external type of motivation with a negative type is pressure from the outside: condemnation, demand, punishment (blackmail) from the person’s environment. An external type of motivation with a positive appearance is influence from the outside: requests, transactions, demonstration of one’s desires and expectations in relation to a person, rewarding, approval, praise (the desire for acquisition, approval or benefits). The internal type of motivation with a negative type is demotivation, which is expressed in the expectation of loss, failure, or the acquisition of something harmful or depressing. The internal type of motivation with a positive view is the influence of one’s own psychology on oneself: the desire for self-affirmation, the experience of relief and/or relaxation after work, joy or pleasure, self-recognition of oneself as someone or self-recognition of something in oneself. You have to have a heart-to-heart talk with your child, get to know him and his life better. Determine the child's values. In general, it won’t be difficult at all. And by identifying the types of motivation, you can help him “find” the best desires. Ratification is necessary for the development of a reflex (to vernacular- habits). It is expressed by any kind and type of motivation, helps to increase aspirations, enthusiasm, and is used only in training. In other words, you have to find something to validate your child's success. Goals: the child has a habit of achieving success; the presence of knowledge and understanding that learning leads the child to achieve desired and interesting goals for him; the child’s ability to work for the future.

Tasks:

1. 1 . Ratify the child for: every small success (with a small reward: praise, affection, approval, compliment), then an average success (candy, rest, entertainment, etc. along with a small reward), and then for an even greater success (usually a holiday , good acquisition or major approval, recognition in society).
2. 2 . Use an individual approach.
3. 3 . Setting interesting chains of goals.

A living person differs from a half-dead person by purposeful movement. Think about this expression. A goal can only be real and igniting if it is based on the values ​​of its owner. In other cases, it is an attempt at self-deception, a form of self-justification, or an escape from reality. Children are our future, the continuation of our lives and ideas, so they need to be taught responsibility, honesty with themselves, and a sober view of the world. And personal goals help with this. Finding and setting goals that are personally interesting and/or necessary for the child is the basis of any professional method projects in teaching children with disabilities, an individual approach. Goals should be sought in the interests of the child or goals should be linked to his interests. What is the child talking about? What does he pay more attention to? Where does it react strongly? These and similar questions help develop an idea for a goal. Having a goal in a child will increase the effectiveness of methods and techniques for teaching children with disabilities, or more precisely: education, social adaptation, personality maturation, training.

Rules for setting goals:

1. Present tense wording.
2. Without negative “not” and “no” (positive-positive format).
3. Determining the framework for its implementation (conditions, terms).
4. Breakdown into subgoals (pyramids are built in stages).
5. Determining everything necessary and necessary to achieve the milestone goal (tools and resources). Tools are additional material. And resources are: time, knowledge, skills, acquaintances, money.
6. Certainty in the prospects for the child and his environment from achieving the goal.
7. Dream effect. When thinking about a goal and achieving it, a lot of emotions, strength, desires, aspirations, and enthusiasm should be created. If there are at least 2 effects, you can approve the developed idea as a goal.
8. 4 . Training

Training is learning in a game format, a common form of active learning for applying knowledge in practice and mastering important skills, or, simply put, the game itself. The training is used by different professionals in different areas of working with people. The goals of the training are to master new skills, form behavioral patterns, and gain first positive experience. It is excellent for unlocking a person’s creative potential and solving psychological problems. In practice, the training performs important functions, such as: entertainment - inspires, arouses interest, brings variety and allows you to relax, communication - develops communication, the ability to establish and maintain relationships, diagnostics - identifying deviations from norms in behavior, self-knowledge, preparation - teaches you to overcome difficulties in real life situations , adjustment - makes a change in the personality of the participants, socialization - teaches them to adapt in different situations, practice - participants practice their knowledge and skills. The structure of the game includes: roles; game actions; playful use of resources; relationships between participants; plot ( different situations from life). It is recommended to use a competitive plot to develop the participant(s) sense of purpose, quick adaptation and cohesion with the team. The article does not outline all methods of teaching and raising children with disabilities, but each of them significantly helps in the socialization of the child, and brings a variety of project methods to his teacher in teaching children with disabilities and improves the results of both.

Theoretical foundations of an individual approach to children . Studying the individual characteristics of students is one of the conditions for increasing the effectiveness of education.

Completed by Shelyakina A.V.

The existence of individual differences between people is an obvious fact, thereforeeducational activities must take into account not only the age, but also the individual characteristics of children. Even simple observation shows that within each age there are large individual differences between children, which are determined by natural inclinations, different living conditions and the initial upbringing of the child. Individual characteristics include such properties and qualities of the child as character, temperament, and abilities.

The need for an individual approach is caused by the fact that any impact on a child is refracted through his individual characteristics, through “ internal conditions“, without taking into account which a truly effective educational process is impossible. The natural basis of individual psychological differences, both in the area of ​​character and temperament, and in relation to abilities, is the typological properties of the nervous system. Natural data and inclinations are one of the conditions for a very complex process of developing individual abilities.

Many representatives of progressive pedagogy, both Russian and foreign, paid attention to the problem of an individual approach in raising children. Already in the pedagogical system of J. A. Komensky, the great Czech teacher, the provisions are clearly outlined that the entire process of teaching and raising children must be built taking into account their age and individual characteristics and these characteristics must be identified through systematic observations.

But the latter are formed only in the process of human interaction with the outside world. A necessary condition for the implementation of the approach is the organic combination of a differentiated approach to each child with the upbringing and formation of a team. An individual approach in no way opposes the principle of collectivity - the basic principle of not only education, but also the entire way of our lives. Scientific research has specifically confirmed this individual position. "I" is only possible because there is "we".

An individual approach is not a one-time event. It must permeate the entire system of influence on the child, and that is why it general principle education. At the same time, this approach manifests itself to varying degrees in different areas of education and training.

An individual approach is aimed primarily at strengthening positive qualities and eliminating shortcomings. An individual approach requires a lot of patience from the teacher and the ability to understand complex manifestations of behavior.

In pedagogy, the principle of an individual approach should permeate all links of educational and academic work with children different ages. Its essence is expressed in the fact that general tasks education that faces a teacher working with a group of children is solved by him through pedagogical influence on each child, based on knowledge of his mental characteristics and living conditions. Using an individual approach, we will find the “key” to each child.

An individual approach is one of the main principles of pedagogy. The very problem of an individual approach is creative in nature, but there are main points when implementing an individual approach to children:

Knowledge and understanding of children.

Love for children.

Sound theoretical balance.

The teacher’s ability to think and analyze.

Interesting are the statements of E.A. Flerina about the content and form of the teacher’s comments, depending on the individual characteristics of the child, and about the tone of these comments. “For some children, a hint, a small reminder, a leading question is enough; others require a detailed explanation; for children who are unsure of themselves, a particularly confident, encouraging tone is required; for children who are overly confident in the quality of their work, in the content and tone of comments The teacher should show great demands and criticism. In case of inattentive work or bad behavior of the child, the teacher’s tone should be categorical and demanding.”

An individual approach requires a lot of patience from the teacher and the ability to understand complex manifestations of behavior. In all cases, it is necessary to find the reason for the formation of certain individual characteristics of the child. This may be a state of health, characteristics of higher nervous activity, or environmental conditions. Various deviations in the child's behavior initial stage easier to eliminate; later, when they become a habit, it is much more difficult to eliminate them. Therefore, a deep, comprehensive analysis of all the actions of children of primary school age is especially necessary.

The wonderful Russian teacher K.D. Ushinsky developed an extensive methodology for individual approach to children, the basics preventive work in education good habits. At the same time, he expressed the opinion that in the complex process of an individual approach to a child, it is impossible to give any specific recipes, thereby emphasizing the creative nature of solving the problem. At the same time, E.N. Vodovozova also warned that it is impossible to develop uniform rules for approaching all children, without exception, since children are very different in their individual characteristics.

A.S. Makarenko considered the principle of an individual approach to children to be very important when resolving a number of pedagogical problems, for example, when organizing and educating a children's team, labor education of children, and in play. He came to the conclusion that, while implementing a general personality education program, the teacher must make “adjustments” to it in accordance with the individual characteristics of the child. The general and the specific in a person’s character are closely intertwined, forming so-called “tangled knots.” With this definition, A.S. Makarenko emphasized the complexity of an individual approach to children. He believed that in the process of education and training it is necessary to focus on positive qualities The child is the main point of support in the general system of education and in the individual approach to children. Therefore, in each child, first of all, it is necessary to identify positive aspects character and actions and on this basis strengthen his faith in his own strengths and capabilities. From a very early age, education should be such that it develops creative activity, activity, initiative.

Betraying great value individual approach, A.S. Makarenko did not recommend any special methods. The same method or technique can be used in different ways, depending on certain conditions and the individual characteristics of the student. The teacher must always choose the appropriate means based on the current situation, and each means will have meaning only when used not in isolation from common system education. The great merit of A.S. Makarenko is that he not only substantiated, but also actually implemented in his practical activities the main provisions of an individual approach to children.

A.S. Makarenko associated the development of individuality not only with a person’s characteristics, but also with temperament and character traits. He believed that taking into account manifestations of character and temperament is complex and must be very subtle in its educational instrumentation: “The goals of individual education are to determine and develop personal abilities and orientations in the field of not only knowledge, but also character...”

The problem of an individual approach to children has received comprehensive development in practical experience and in the pedagogical teachings of V.A. Sukhomlinsky. He emphasized the importance of developing the individual identity of the child. V.A. Sukhomlinsky considered it necessary to begin the path of studying the individual characteristics of a child with his family, while simultaneously emphasizing the need for pedagogical education of parents: “In my deep conviction, pedagogy should become a science for everyone...” At the same time, he noted that general forms of work with parents are necessary combine with individual ones, since each family has its own way of life, traditions and complex relationships between its members. V.A. Sukhomlinsky found interesting forms of work to develop the individuality of each child while nurturing his aesthetic feelings. The problem of personality formation includes the study of character, and Soviet psychologists paid great attention to character education.

The problem of an individual approach to children cannot be successfully solved without the teacher’s knowledge of psychology. Soviet psychologists A.V. Zaporozhets, A.N. Leontiev, A.A. Lyublinskaya, D.B. Elkonin and others dealt with the problem of an individual approach in connection with solving problems of personality formation. Character is a set of the most stable distinctive features of a person’s personality. Formed in the process of his upbringing and training, in labor and social activities. Character is not innate, it must be nurtured and developed. It should be noted that the main conditions for the development of character are, on the one hand, purposeful activity, and on the other, uniform requirements for the child’s behavior both in kindergarten and school, and in the family.

Soviet psychologists B.G. Ananyev, A.V. Zaporozhets, A.V. Surovtseva, S.L. Rubinshtein and others paid great attention to the problem of developing the skills of organized, voluntary behavior. They paid special attention to an individual approach to educating children’s moral qualities and to the search for adequate methods of educational influence.

Activity - most important form manifestations of human life, his active attitude to the surrounding reality. The activity must have a specific goal, which gives the actions direction and awareness. The main activities of the child are play, as well as feasible work, both physical and mental, and educational activities.

They are actively developing mental processes, the mental, emotional and volitional qualities of the individual, her abilities and character are formed. The problem of an individual approach, therefore, cannot be considered outside of activity, without taking into account the child’s attitude towards others and his interests.

Very an important condition the effectiveness of an individual approach is based on positive character, in the child’s personality properties. An individual approach requires a lot of patience from the teacher and the ability to understand complex manifestations. In all cases, it is necessary to find the reason for the formation of certain individual characteristics of the child.

One of the conditions for the correct implementation of an individual approach to a child is the unity of requirements for him from both school staff and parents.

Carrying out an individual approach to children, the teacher must remember that his task is not only to develop the positive qualities that the child already has, but also to form personality traits.

The individual approach is based on identifying the child’s characteristics. The great Russian teacher K.D. Ushinsky wrote in his work “Man as a Subject of Education”: “If pedagogy wants to educate a person in all respects, then it must first get to know him in all respects.”

Taking into account individual characteristics.

When studying the individual characteristics of children, one should pay attention to the study of their physical condition and health, on which their attention in the lesson, lesson and overall performance largely depend. It is necessary to know the student’s early illnesses that seriously affected his health, chronic diseases, state of vision and nervous system structure. All this will help to properly dose physical activity, and also affects participation in various sports events.

It is very important to know the characteristics of children’s cognitive activity, the properties of their memory, inclinations and interests, as well as their predisposition to more successful study of certain subjects. Taking into account these features, an individual approach to children in education is carried out: the stronger ones need additional classes so that their intellectual abilities develop more intensively; the weakest children need to be provided with individual assistance in learning, to develop their memory, intelligence, cognitive activity etc.

Much attention must be paid to the study of sensory emotional sphere children and promptly identify them who are characterized by increased irritability, react painfully to comments, and do not know how to maintain friendly contacts with friends. No less important is knowledge of the character of each child in order to take it into account when organizing collective activities, distributing public assignments and overcoming negative traits and qualities.

The study of children should also include familiarization with the conditions home life and upbringing, their extracurricular hobbies and contacts, which have a significant impact on their upbringing and development.

Finally, a significant place is occupied by teachers’ knowledge of such important issues, which are associated with the learning and educational ability of children and include the degree of receptivity, pedagogical influences, as well as the dynamics of the formation of certain personal qualities.

Thus, only a deep study and knowledge of the developmental characteristics of each child creates the condition for successfully taking these characteristics into account in the process of teaching and upbringing.

Barskaya N.M. Taking into account the individual characteristics of mentally retarded students when explaining new material in Russian language lessons. - In the book. Corrective work in the process of training and education. – St. Petersburg: Prospekt, 2003. – 248 p.

Developmental and educational psychology. / Ed. Gamezo M.V. and others - M.: Education, 1999. - 256 p.

Vygotsky L.S. Psychology. M.: Eksmo-press, series “World of Psychology”, 2002. – 1008 p.

Rubinshtein S. Ya. Psychology of mentally retarded schoolchildren: Textbook. manual for pedagogical students. Institute for specialties No. 2111 \"Defectology\". - 3rd ed., revised. and additional – M.: Education, 1986. – 141 p.

Education of children with disabilities

Perhaps this information will be useful to teachers working in the correctional education system. It contains information about the principles of teaching, methods and techniques for working with such students.

The problems of special education today are among the most pressing in the work of all divisions 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 in Russia there are more than 2 million children with disabilities (8% of all children), of which about 700 thousand are disabled children. In addition to the increase 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 the disorders in each individual child.

The education of children with disabilities and children with disabilities involves the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with ordinary children to receive education within special educational standards, treatment and recovery, education and training, correction of developmental disorders, social adaptation.
Receiving education by children with disabilities and disabled children is one of the main and integral conditions for their successful socialization, ensuring their full participation in the life of 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 one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-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 as everyone else. The most important task modernization is to ensure the availability of quality education, its individualization and differentiation, systematically increasing the level of professional competence of teachers of correctional and developmental education, as well as creating conditions for achieving new modern quality general education.

FEATURES OF CHILDREN WITH LIMITED HEALTH CAPABILITIES.
Children with disabilities are children whose health condition prevents them from mastering educational programs outside special conditions training and education. The group of schoolchildren with disabilities is extremely heterogeneous. This is determined primarily by the fact that it includes children with various disorders development: impaired hearing, vision, speech, musculoskeletal system, intelligence, with severe 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 specific psyche and health of each child.
Special educational needs differ in children of different categories, since they are determined by the specifics of mental development disorders and determine the special logic of constructing the educational process, which are reflected in the structure and content of education. Along with this, we can highlight special needs that are characteristic of all children with disabilities:
- begin special education for the child immediately after identifying a primary developmental disorder;
- introduce special sections into the content of the child’s education that are not normally present in education programs developing peers;
- use special methods, techniques and teaching aids (including specialized computer technologies) that ensure the implementation of “workarounds” for learning;
- individualize learning to a greater extent than is required for normal developing child;
- provide a special spatial and temporal organization of the educational environment;
- expand as much as possible educational space outside the educational institution.
General principles and rules of correctional work:
1. Individual approach to each student.
2. Preventing the onset of fatigue, using a variety of means (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. Demonstration of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, developing in him faith in his own strengths and capabilities.
Effective methods of corrective influence 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 characteristics of objects;
- game trainings that promote the development of the ability to communicate with others;
- psycho-gymnastics and relaxation to relieve muscle spasms and tension, especially in the face and hands.

The majority of students with disabilities have an insufficient level of cognitive activity, immature motivation for learning activities, and a reduced level of performance and independence. Therefore, searching and using 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 family, in addition to acquiring a certain set of knowledge and skills, are the disclosure and development of the child’s potential, the creation favorable conditions to implement it natural abilities. A natural play environment, in which there is no coercion and there is an opportunity for each child to find his place, show initiative and independence, and freely realize his abilities and educational needs, is optimal for achieving these goals. Incorporating active learning methods into educational process allows you to create such an environment both in class 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 and find optimal solutions complex issues, showing flexibility and creativity, not getting lost in a situation of uncertainty, being able to establish effective communications with different people.
The school’s task is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that will allow him to feel confident in independent life.
Traditional reproductive education and the passive subordinate role of the student cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organizing the educational process, and active teaching methods are required.
Cognitive activity is the quality of a student’s activity, which is manifested in his attitude to the content and process of learning, in the desire to effectively master 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 and are subjects of learning.” As Yu. K. Babansky pointed out, students’ activity should be aimed not just at memorizing material, but at the process of independently acquiring 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 to increase it, the teacher needs to use means that promote the activation of learning activities. One of the characteristics of students with developmental problems is an insufficient level of activity of all mental processes. Thus, the use of means to enhance learning activities during training is a necessary condition for the success of the learning process for schoolchildren with disabilities.
Activity is one of the most important characteristics of all mental processes, which largely determines the success of their occurrence. Increasing the level of activity of perception, memory, and 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, to avoid excessive simplification of the material. Content becomes an effective means of enhancing learning activities if it corresponds to the mental and intellectual capabilities of children and their needs. Since the group of children with disabilities is extremely heterogeneous, the teacher’s task is to select the content in each specific situation and methods and forms of educational organization that are adequate to the content and capabilities of students.
The next very important means of enhancing learning are teaching methods and techniques. It is through the use of certain methods that the content of training is realized.
The term "method" comes from Greek word“metodos”, which means the path, the way of moving towards the truth, towards the expected result. In pedagogy there are many definitions of the concept “teaching method”. These include the following: “teaching methods are methods of interrelated activities of the teacher and students, aimed at solving a set of problems of the educational process” (Yu. K. Babansky); “methods are understood as a set of ways and means of achieving goals and solving educational problems” (I. P. Podlasy).
There are several classifications of methods that differ depending on the criterion that is used as 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 and the level of activity of students.

It highlights following methods:
explanatory-illustrative (information-receptive);
reproductive;
partially search (heuristic);
problematic presentation;
research.
Another, classification of methods for organizing and implementing 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 organizing and implementing educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, work 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 entire arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, encouragement to learn), 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.
Most acceptable methods in the practical work of a teacher with students with disabilities, it is considered explanatory and illustrative, reproductive, partly 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 developing cognitive activity in students, but to implement problem-based learning methods, a sufficiently high level of students’ ability to use the information provided to them and the ability to independently search for ways to solve a given problem is required. Not all junior schoolchildren with disabilities have such skills, which means they need additional help from a teacher and speech therapist. It is possible to increase the degree of independence of students with disabilities, and especially children with mental retardation, and to introduce into teaching tasks 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 habitual and desirable form of activity for a child is a game, then it is necessary to use this form of organization of activity for learning, combining the game and the educational process, or more precisely, using game uniform organizing the activities of students to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective development of the educational program by schoolchildren, which is important not only for schoolchildren with speech impairments, 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 student motivation have revealed interesting patterns. It turned out that the importance of motivation for successful study is higher than the importance of the student’s intelligence. High positive motivation can play the role of a compensating factor in the case of a student’s insufficiently high 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 expression and ensure significant academic success. The capabilities of various teaching methods in terms of enhancing 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 “teaching technique” is closely related to the concept of method. Teaching techniques are specific operations of interaction between teacher and student in the process of implementing teaching methods. Teaching methods are characterized by subject content, the cognitive activity they organize, and are determined by the purpose of application. Real activity training consists of separate techniques.
In addition to methods, forms of organizing training can serve as a means of activating learning activities. Speaking about various forms of teaching, we mean “special designs of the learning process”, the nature of the teacher’s interaction with the class and the nature of delivery educational material in a certain period of time, which is determined by the content of training, methods and activities of students.
The form of organizing joint activities between teacher and students is the lesson. During the lesson, the teacher can use various teaching methods and techniques, selecting those that are most appropriate to the content of learning and the cognitive abilities of students, thereby promoting the activation of their cognitive activity.
To enhance the activities of students with disabilities, the following active teaching methods and techniques can be used:
1. Using signal cards when completing tasks (on one side it shows a plus, on the other - a minus; circles of different colors according to sounds, cards with letters). Children complete the task or evaluate its correctness. Cards can be used when studying any topic to test students' knowledge and identify gaps in the material covered. Their convenience and effectiveness lie 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 enjoy 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 complete the proposed task better than others.
3. Memory knots (compiling, recording and posting on the board the main points of studying the topic, conclusions that need to be remembered).
This technique can be used at the end of studying a topic - to consolidate and summarize; during the study of the material - to provide assistance in completing assignments.
4. Perception of the material at a certain stage of the lesson with eyes closed used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; to get children in the mood for a lesson after vigorous activity (after a physical education lesson), after completing a task of increased difficulty, etc.
5.Use of the presentation and fragments of the presentation during the lesson.
The introduction of modern computer technologies into school practice makes it possible to make a teacher’s work more productive and efficient. The use of ICT organically complements traditional forms of work, expanding the possibilities for organizing teacher interaction with other participants in the educational process.
Using the presentation program seems very convenient. You can place the necessary picture material, digital photographs, texts on the slides; You can add music and voice accompaniment to your presentation. With this organization of material, three types of children’s memory are included: visual, auditory, motor. This allows the formation of stable visual-kinesthetic and visual-auditory conditioned reflex connections of the central nervous system. In the process of correctional work based on them, children develop correct speech skills, and subsequently self-control over their speech. Multimedia presentations bring a visual effect to the lesson, increase motivational activity, and promote a closer relationship between the speech therapist and the child. Thanks to the sequential appearance of images on the screen, children are able to complete the 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 the speech therapist, but also from the computer in the form of prize pictures accompanied by sound design.
6. Using picture material to change the type of activity during the lesson, develop visual perception, attention and memory, activate vocabulary, development of coherent speech.
7. Active methods of reflection.
The word reflection comes from the Latin “reflexior” - turning back. The explanatory dictionary of the Russian language interprets reflection as thinking about one’s own internal state, introspection.
In modern pedagogical science, reflection is usually understood as self-analysis of activities and their results.
In the pedagogical literature there is the following classification of types of reflection:
1) reflection of mood and emotional state;
2) reflection on the content of educational material (it can be used to find out how students understood 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, and 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, methods and methods of teaching, age and psychological characteristics of students.
In classes 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 a card according to their mood at the beginning and end of the lesson. In this case, you can monitor how the student’s emotional state changes during the lesson. The teacher must be sure to clarify changes in the child’s mood during the lesson. This is valuable information for reflection and adjustment of your activities.
“Tree of Feelings” - students are asked to hang red apples on the tree if they feel good and comfortable, or green ones if they feel discomfort.
“Sea of ​​Joy” and “Sea of ​​Sadness” - launch your boat into the sea according to your mood.
Reflection at the end of the lesson. It is currently considered the most successful to designate 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 that they like, remember, and most successful for the child, attaching their own to it. picture.
All of the above methods and techniques for 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 them creativity, actively involves students in the educational process, stimulates independent activity of students, which equally applies to children with disabilities.
Diversity existing methods teaching allows the teacher to alternate various types work, which is also an effective means of enhancing learning. Switching from one type of activity to another protects against overwork, and at the same time does not allow one 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 educational organization, will allow stimulating various components of educational and correctional development activities for students with disabilities.
Application of modern technologies and techniques.

Currently, an urgent problem is preparing schoolchildren for life and activities in new socio-economic conditions, and therefore there is a need to change the goals and objectives of correctional education for children with disabilities.
An important place in the educational process is occupied by the correctional-developmental model of education (Khudenko E.D.), which provides schoolchildren with comprehensive knowledge that performs a developmental function.
In the author's methodology of correctional teaching, the emphasis is placed on the following aspects of the educational process:
- development of a compensation mechanism for students 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 developing a student’s active life position, before professional career guidance, development of future prospects;
- the student’s mastery of a set of models of academic/extracurricular behavior that ensures successful socialization corresponding to a certain age category.
As a result of correctional and developmental education, overcoming, correcting and compensating for impairments in the physical and mental development of children with intellectual disabilities occurs.
For the development of the child’s overall personality, it is very important role corrective and developmental lessons are played. These are lessons during which training takes place educational information from the position of maximum activity of all analyzers (vision, hearing, touch) of each individual student. Corrective and developmental lessons contribute to the work of all higher mental functions(thinking, memory, speech, perception, attention) aimed at solving the set goals and objectives of the lesson. Corrective and developmental lessons are based on the principles of technology:
The principle of developing the dynamism of perception involves constructing training (lessons) in such a way that it is carried out at a sufficiently high level of difficulty. We are not talking about complicating the program, but about developing tasks in which the student encounters some obstacles, overcoming 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” the task is given “divide these words into groups, add the word to the desired group».
Based on the constant active inclusion of inter-analyzer connections, an effectively responsive information processing system reaching the child develops. For example, in a literature lesson the task is given: “Find a passage in the text that is depicted in the illustrations.” which promotes dynamic perception and allows you to constantly practice information processing. Dynamic perception is one of the main properties this process. There is also “meaningfulness” and “constancy”. These three characteristics constitute the essence of the perception process.
The principle of productive information processing is as follows: learning is organized in such a way that students develop the skill of transferring methods of information processing and thereby develop a mechanism for independent search, choice and decision-making. The point is to develop in the child, during training, the ability to respond independently and adequately.

For example, when studying the topic “Composition of a word,” the task is given: “Assemble a word” (Take a prefix from the first word, a root from the second, a suffix from the third, and an ending from the fourth).
The principle of development and correction of higher mental functions involves organizing training in such a way that during each lesson various mental processes are exercised and developed. To do this, it is necessary to include special corrective exercises in the lesson content: for the development of visual attention, verbal memory, motor memory, auditory perception, analytical-synthetic activity, thinking, etc. For example,
For concentration, I give the task “Don’t miss a mistake”;
to verbal-logical generalization - “What time of 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 entire organization of training is focused on the voluntary inclusion of the student in activities. To do this, I give creative and challenging tasks, but corresponding to the child’s capabilities.
Sustained interest in educational activities among mentally retarded schoolchildren is formed through travel lessons, game lessons, quiz lessons, research lessons, meeting lessons, story lessons, creative assignment defense lessons, and through the involvement of fairy tale characters, play activity, extracurricular activities and use various techniques.
Information resources allow you to achieve a high level of lesson effectiveness. In the office there are disks on theoretical and practical sections of the Russian language, with test tasks. The use of computer disks in Russian language lessons allows students to better perceive the teacher’s explanations, learn a lot of new information, and test their knowledge and skills using tests.
Health is a state of complete physical, mental and social well-being and not merely the absence of disease or physical defects Therefore, I use health-saving technologies both in class activities and in extracurricular activities.
In our practical activities, it is important to ensure the strengthening mental health students using:
- Methods of prevention and correction psycho-emotional stress in children (Warm-up during intense intellectual activity, musical-rhythmic gymnastics).
- Exercises to relieve nervous tension in children (“Balloon”, “Artistic Squat”, “Curious Varvara” (relaxing the neck muscles), “Lemon” (relaxing the arm muscles), “Elephant” (relaxing the leg muscles), “Icicle" (quick relief of strong emotional and physical stress), “Silence” (relaxation of the whole body), “Jell bell”, “Blow out the candle”, “Summer day”, “Fly”).
- Exercises for the development of the emotional sphere (“Humpty Dumpty”, “Relaxation”, “Gymnastics”, “Good mood”, “Let’s sing”, “Two cockerels quarreled”, “Needle and thread”, “The dragon bites its tail”, “ Little Fox, where are you?”, “Listen to the command”, “I didn’t know!”, “Take it and pass it on”, “Thought”).

Perhaps this information will be useful to teachers working in the correctional education system. It contains information about the principles of teaching, methods and techniques for working with such children. I was preparing for course preparation and certification; I took material from various Internet sites.

INTRODUCTION.

The problems of special education today are among the most pressing in the work of all divisions 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 in Russia there are more than 2 million children with disabilities (8% of all children), of which about 700 thousand are disabled children. In addition to the increase 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 the disorders in each individual child. The education of children with disabilities and children with disabilities involves the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with ordinary children to receive education within the limits of special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation.
Receiving education by children with disabilities and disabled children is one of the main and integral conditions for their successful socialization, ensuring their full participation in the life of 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 one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.
The Constitution of the Russian Federation and the Law “On Education” state that children with developmental problems have equal rights to education as everyone else. The most important task of modernization is to ensure the accessibility of quality education, its individualization and differentiation, systematically increasing the level of professional competence of teachers of correctional and developmental education, as well as creating conditions for achieving a new modern quality of general education.
FEATURES OF CHILDREN WITH LIMITED HEALTH CAPABILITIES.
Children with disabilities are children whose health condition prevents them from mastering educational programs outside of 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, intelligence, with severe 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 specific psyche and health of each child.
Special educational needs differ in children of different categories, since they are determined by the specifics of mental development disorders and determine the special logic of constructing the educational process, which are reflected in the structure and content of education. Along with this, we can highlight special needs that are characteristic of all children with disabilities:
- begin special education for the child immediately after identifying a primary developmental disorder;
- introduce into the content of the child’s education special sections 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” for 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 the educational space beyond the boundaries of the educational institution as much as possible.
General principles and rules of correctional work:
1. Individual approach to each student.
2. Preventing the onset of fatigue, using a variety of means (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. Demonstration of pedagogical tact. Constant encouragement for the slightest success, timely and tactical assistance to each child, developing in him faith in his own strengths and capabilities.
Effective methods of corrective influence 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 characteristics of objects;
- game trainings that promote the development of the ability to communicate with others;
- psycho-gymnastics and relaxation to relieve muscle spasms and tension, especially in the face and hands.
The majority of students with disabilities have an insufficient level of cognitive activity, immature motivation for learning activities, and a reduced level of performance 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 for the school by the state, society and family, in addition to acquiring a certain set of knowledge and skills, are to reveal and develop the child’s potential, to create 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 his place, show initiative and independence, and freely realize his abilities and educational needs, is optimal for achieving these goals. The inclusion of active learning methods in the educational process makes it possible 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 situations of uncertainty, and be able to establish effective communications with different people.
The school’s task is to prepare a graduate who has the necessary set of modern knowledge, skills and qualities that will allow him to feel confident in independent life.
Traditional reproductive education and the passive subordinate role of the student cannot solve such problems. To solve them, new pedagogical technologies, effective forms of organizing the educational process, and active teaching methods are required.
Cognitive activity is the quality of a student’s activity, which is manifested in his attitude to the content and process of learning, in the desire to effectively master 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 and are subjects of learning.” As Yu. K. Babansky pointed out, students’ activity should be aimed not just at memorizing material, but at the process of independently acquiring 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 to increase it, the teacher needs to use means that promote the activation of learning activities. One of the characteristics of students with developmental problems is an insufficient level of activity of all mental processes. Thus, the use of means to enhance learning activities during training is a necessary condition for the success of the learning process for SOV schoolchildren.
Activity is one of the most important characteristics of all mental processes, which largely determines the success of their occurrence. Increasing the level of activity of perception, memory, and 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, to avoid excessive simplification of the material. Content becomes an effective means of enhancing learning activities if it corresponds to the mental and intellectual capabilities of children and their needs. Since the group of children with disabilities is extremely heterogeneous, the teacher’s task is to select content in each specific situation and methods and forms of educational organization that are adequate to this content and the students’ capabilities.
The next very important means of enhancing learning are teaching methods and techniques. 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 path, a way of moving towards the truth, towards the expected result. In pedagogy there are many definitions of the concept “teaching method”. These include the following: “teaching methods are methods of interrelated activities of the teacher and students, aimed at solving a set of problems of the educational process” (Yu. K. Babansky); “methods are understood as a set of ways and means of achieving goals and solving educational problems” (I. P. Podlasy).
There are several classifications of methods that differ depending on the criterion that is used as 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 and the level of activity of students.
It highlights the following methods:
explanatory-illustrative (information-receptive);
reproductive;
partially search (heuristic);
problematic presentation;
research.
Another, classification of methods for organizing and implementing 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 organizing and implementing educational and cognitive activities: verbal (story, lecture, seminar, conversation); visual (illustration, demonstration, etc.); practical (exercises, laboratory experiments, work 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 entire arsenal of methods for organizing and implementing educational activities is used for the purpose of psychological adjustment, encouragement to learn), 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.
We consider the most acceptable methods in a teacher’s practical work with students with disabilities to be explanatory and illustrative, reproductive, partly 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 developing cognitive activity in students, but to implement problem-based learning methods, a sufficiently high level of students’ ability to use the information provided to them and the ability to independently search for ways to solve a given problem is required. Not all primary schoolchildren with disabilities have such skills, which means they require additional help from a teacher and speech therapist. It is possible to increase the degree of independence of students with disabilities, and especially children with mental retardation, and to introduce into teaching tasks 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 habitual and desirable form of activity for a child is a game, then it is necessary to use this form of organizing activities for learning, combining the game and the educational process, or more precisely, using a game form of organizing the activities of students to achieve educational goals. Thus, the motivational potential of the game will be aimed at more effective development of the educational program by schoolchildren, which is important not only for schoolchildren with speech impairments, 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 student motivation have revealed interesting patterns. It turned out that the importance of motivation for successful study is higher than the importance of the student’s intelligence. High positive motivation can play the role of a compensating factor in the case of a student’s insufficiently high 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 expression and ensure significant academic success. The capabilities of various teaching methods in terms of enhancing 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 “teaching technique” is closely related to the concept of method. Teaching techniques are specific operations of interaction between teacher and student in the process of implementing teaching methods. Teaching methods are characterized by subject content, the cognitive activity they organize, and are determined by the purpose of application. The actual learning activity consists of individual techniques.
In addition to methods, forms of organizing training can serve as a means of activating learning activities. Speaking about various forms of teaching, we mean “special designs of the learning process,” the nature of the teacher’s interaction with the class and the nature of the presentation of educational material in a certain period of time, which is determined by the content of training, methods and types of activities of students.
The form of organizing joint activities between teacher and students is the lesson. During the lesson, the teacher can use various teaching methods and techniques, selecting those that are most appropriate to the content of learning and the cognitive abilities of students, thereby promoting the activation of their cognitive activity.
To enhance the activities of students with disabilities, the following active teaching methods and techniques can be used:
1. Using signal cards when completing tasks (on one side it shows a plus, on the other - a minus; circles of different colors according to sounds, cards with letters). Children complete the task or evaluate its correctness. Cards can be used when studying any topic to test students' knowledge and identify gaps in the material covered. Their convenience and effectiveness lie 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 enjoy 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 complete the proposed task better than others.
3. Memory knots (compiling, recording and posting on the board the main points of studying the topic, conclusions that need to be remembered).
This technique can be used at the end of studying a topic - to consolidate and summarize; during the study of the material - to provide assistance in completing assignments.
4. Perceiving the material at a certain stage of the lesson with eyes closed is used to develop auditory perception, attention and memory; switching the emotional state of children during the lesson; to get children in the mood for a lesson after vigorous activity (after a physical education lesson), after completing a task of increased difficulty, etc.
5.Use of the presentation and fragments of the presentation during the lesson.
The introduction of modern computer technologies into school practice makes it possible to make a teacher’s work more productive and efficient. The use of ICT organically complements traditional forms of work, expanding the possibilities for organizing teacher interaction with other participants in the educational process.
Using the presentation program seems very convenient. You can place the necessary picture material, digital photographs, texts on the slides; You can add music and voice accompaniment to your presentation. With this organization of material, three types of children’s memory are included: visual, auditory, motor. This allows the formation of stable visual-kinesthetic and visual-auditory conditioned reflex connections of the central nervous system. In the process of correctional work based on them, children develop correct speech skills, and subsequently self-control over their speech. Multimedia presentations bring a visual effect to the lesson, increase motivational activity, and promote a closer relationship between the speech therapist and the child. Thanks to the sequential appearance of images on the screen, children are able to complete the 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 the speech therapist, but also from the computer in the form of prize pictures accompanied by sound design.
6. Using picture material to change the type of activity during the lesson, develop visual perception, attention and memory, activate vocabulary, develop coherent speech.
7. Active methods of reflection.
The word reflection comes from the Latin “reflexior” - turning back. The explanatory dictionary of the Russian language interprets reflection as thinking about one’s internal state, introspection.
In modern pedagogical science, reflection is usually understood as self-analysis of activities and their results.
In the pedagogical literature there is the following classification of types of reflection:
1) reflection of mood and emotional state;
2) reflection on the content of educational material (it can be used to find out how students understood 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, and 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, methods and methods of teaching, age and psychological characteristics of students.
In classes 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 a card according to their mood at the beginning and end of the lesson. In this case, you can monitor how the student’s emotional state changes during the lesson. The teacher must be sure to clarify changes in the child’s mood during the lesson. This is valuable information for reflection and adjustment of your activities.
“Tree of Feelings” - students are asked to hang red apples on the tree if they feel good and comfortable, or green ones if they feel discomfort.
“Sea of ​​Joy” and “Sea of ​​Sadness” - launch your boat into the sea according to your mood.
Reflection at the end of the lesson. It is currently considered the most successful to designate 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 that they like, remember, and most successful for the child, attaching their own to it. picture.
All of the above methods and techniques for 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 independent activity of students, which equally applies to children with disabilities.
The variety of existing teaching methods allows the teacher to alternate different types of work, which is also an effective means of enhancing learning. Switching from one type of activity to another protects against overwork, and at the same time does not allow one 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 educational organization, will allow stimulating various components of educational and correctional development activities for students with disabilities.
Application of modern technologies and techniques.

Currently, an urgent problem is preparing schoolchildren for life and activities in new socio-economic conditions, and therefore there is a need to change the goals and objectives of correctional education for children with disabilities.
An important place in the educational process that I carry out is occupied by the correctional and developmental model of education (Khudenko E.D.), which provides schoolchildren with comprehensive knowledge that performs a developmental function.
In the author's methodology of correctional teaching, the emphasis is placed on the following aspects of the educational process:
- development of a compensation mechanism for students 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 developing a student’s active life position, before professional career guidance, development of future prospects;
- the student’s mastery of a set of models of academic/extracurricular behavior that ensures successful socialization corresponding to a certain age category.
As a result of correctional and developmental education, overcoming, correcting and compensating for impairments in the physical and mental development of children with intellectual disabilities occurs.
For the overall development of a child’s personality, correctional and developmental lessons play a very important role. These are lessons during which educational information is processed from the position of maximum activity of all analyzers (vision, hearing, touch) of each individual student. Corrective and developmental lessons contribute to the work of all higher mental functions (thinking, memory, speech, perception, attention), aimed at solving the set goals and objectives of the lesson. Corrective and developmental lessons are based on the principles of technology:
The principle of developing the dynamism of perception involves constructing training (lessons) in such a way that it is carried out at a sufficiently high level of difficulty. We are not talking about complicating the program, but about developing tasks in which the student encounters some obstacles, overcoming 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 “declension of nouns” I give the task “divide these words into groups, add the word to the desired group.”
Based on the constant active inclusion of inter-analyzer connections, an effectively responsive information processing system reaching the child develops. For example, in a reading lesson I give the task “Find a passage in the text that is depicted in the illustrations.” which promotes dynamic perception and allows you to constantly practice information processing. The dynamism of perception is one of the main properties of this process. There is also “meaningfulness” and “constancy”. These three characteristics constitute the essence of the perception process.
The principle of productive information processing is as follows: I organize training in such a way that students develop the skill of transferring methods of processing information and thereby develop a mechanism for independent search, choice and decision-making. The point is to develop in the child, during training, the ability to respond independently and adequately. For example, when studying the topic “Composition of a word,” I give the task “Assemble a word” (Take a prefix from the first word, a root from the second, a suffix from the third, and an ending from the fourth).
The principle of development and correction of higher mental functions involves organizing 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 lesson content: for the development of visual attention, verbal memory, motor memory, auditory perception, analytical-synthetic activity, thinking, etc. For example,
For concentration, I give the task “Don’t miss a mistake”;
to verbal-logical generalization - “What time of year is described in the poem, how was it determined?” (animal, tree, etc.).
for auditory perception - “Correct the wrong statement.”
The principle of motivation for learning is that tasks, exercises, etc. should be interesting to the student. The entire organization of training is focused on the voluntary inclusion of the student in activities. To do this, I give creative and challenging tasks, but corresponding to the child’s capabilities.
Sustained interest in educational activities among mentally retarded schoolchildren is formed through travel lessons, game lessons, quiz lessons, research lessons, meeting lessons, story lessons, lessons on protecting creative assignments, through the involvement of fairy-tale characters, gaming activities, and extracurricular activities. and the use of various techniques. For example: let's help fairy tale hero count the number of objects, sounds, syllables, etc. I suggest children read words half-letter by half. Half of the word (upper or lower) is closed. During lessons, the topic of the lesson can be given in the form of a riddle, rebus, charade, or crossword puzzle. Encrypted topic. “Today we are scouts, we need to complete a task. - Unscramble the word, to do this, arrange the letters in accordance with the numbers in order.”
Using the example of a Russian language lesson