For those children who find it difficult to study due to existing health problems, there are special educational institutions or correctional classes are opened in a regular school. You can enroll a disabled or developmentally delayed child here. The main purpose of such institutions and classes is the social adaptation of pupils and their integration into society.
If your child is going to school soon...
Caring parents understand that their child is behind his peers in development already in the first years of his life. This becomes especially obvious by the age of six. has poor speech and a low level of intellectual abilities. Sometimes such children do not even know how to hold a pencil in their hands. It becomes obvious not only for teachers, but also for parents that such a child needs to attend a correctional class. This will allow him to adapt to life socially and physically.
Where are specialized classes created?
The process of teaching children with existing developmental delays can be organized in any general education institution. For those who do not know what a correctional class at school is, it is worth explaining that children from special groups of preschool institutions enter it. Moreover, enrollment is possible only with the consent of the parents, upon their written application.
A correctional class, as a rule, is opened at the initial stage of the school curriculum. Moreover, it continues to function until completion of incomplete secondary education. The institution employs specially trained teachers to work with children. In addition, the school must have scientific and methodological literature, as well as material resources corresponding to the direction of the class. All this will allow us to organize the educational process, as well as provide therapeutic and preventive support to these special children.
Correctional classes in schools are opened according to the order of the director. In this case, it is mandatory to have a conclusion from the school’s psychological, medical, and pedagogical council for each of the children, as well as from the psychological, medical, and pedagogical commission of the district.
Who is accepted into the correctional class?
Special education in a general education school is provided to children who experience certain difficulties in acquiring knowledge, as well as those who do not adapt well to the team. As a rule, such students exhibit mild disturbances in the functioning of the brain and central nervous system, as well as emotional-volitional delays.
Children with severe developmental disabilities are not accepted into the correctional class opened in a general education school. This may include:
Rough vision, motor forms and speech;
- mental retardation;
- pronounced violations of collective communication, having the form of early autism.
Transfer to regular class
Children studying in a special program have the opportunity to gain knowledge together with their peers. To be transferred to a regular class, a child must have positive developmental dynamics. In addition, he must successfully master a special program. This transfer is possible if the appropriate decision is made by the psychological, medical and pedagogical council, as well as with the consent of the student himself.
Work and rest schedule
For students in correctional classes, working the first shift is considered the most appropriate. At the same time, their daily routine is set taking into account their low ability to work and rapid fatigue.
For children attending correctional grades 1 to 3, additional holidays are introduced. These children are allowed to rest for seven days in February.
Advantages of specialized training
Correctional classes in schools have a population of seven to fourteen students. If there are a larger number of students, a position for one more teacher should be allocated. In this case, an additional correctional class is formed. A small number of children allows us to pay maximum attention to each of them.
The positive side of this class is that work with students is carried out not by ordinary teachers, but by special education teachers. This specialty is taught at universities. Special education teachers are called upon to work with children who have difficult medical diagnoses. These teachers can find the key to even the most difficult children.
Speech therapists work with students who attend special classes in schools. If necessary, such training is carried out individually. Psychologists work with children attending a correctional class. If necessary, these specialists advise parents.
The program for the correctional class takes into account the fact that special children study in it. It includes the most simple exercises and tasks. This allows the child to move up the educational ladder gradually, in microscopic steps. In other words, such a special program keeps pace with the student’s slow development.
Disadvantages of remedial education
One of the main problems of the special class is the grouping of children with dissimilar medical diagnoses and with different psychiatric diagnoses, and there is no universal program for everyone. Often such children are lagging behind in one subject and gifted in another. So, a child may not be good at mathematics, but at the same time draw like a real artist, write crookedly, but have the ability to speak foreign languages (they, unfortunately, are not provided for in a special program).
Children from socially disadvantaged families are often sent to correctional classes. Such children, deprived of parental care, at first really lag behind in development. However, with intensive training, they quickly catch up. As a result, these healthy children become bored with the slow school curriculum.
Gradation of correctional classes
Special education is divided into eight types. Children are sent to them to receive education in accordance with medical diagnoses. There are the following types of correctional classes:
I - for hearing-impaired and deaf children;
- II - for the deaf and dumb;
- III and IV - for the blind and visually impaired;
- V - for stutterers and children with speech impairments;
- VI - for students with mental and physical development problems;
- VII - for children with mental retardation and ADHD;
- VIII - for the mentally retarded.
Special classes I and II types
They are opening for the education and training of hearing impaired children. These special correctional classes are designed to form students’ verbal speech on the basis of auditory-visual perception, to compensate and correct possible deviations in mental as well as physical development. Teachers aim to prepare such children for independent life. How are these correctional classes different? The work program of the general educational process was developed specifically for deaf children. The occupancy of this class is up to ten people.
Special classes III and IV types
They are created for training, education, and correction of deviations in children with existing visual impairments. Children with strabismus and amblyopia can be admitted to these types of correctional classes.
The main task of teachers is to develop compensatory processes in students. For this purpose, not only group, but also individual classes are conducted on the further development of tactile and visual perception of spoken speech, social and everyday orientation, and rhythm. During the learning process in such correctional classes, children develop communication skills.
To master the school curriculum, pupils with low vision are provided with special equipment and typhoid devices. The Braille system is the basis for the education of such children. The teacher uses non-standard teaching materials, as well as specific visual aids. All this allows us to somewhat expand the scope of accessibility of the information presented.
Special classes of type V
They are created for the purpose of educating and training children with severe speech pathologies. At the same time, the necessary assistance is provided to eliminate existing diseases and associated features in mental development. If the child’s development trend is positive, he can be transferred to a regular class. However, for this you will need to obtain the opinion of a psychological, medical and pedagogical commission.
Type 5 correctional class requires completion over 4-5 years. The standard period for general basic education is six years.
The training level provides for the correction of various speech defects. These include disturbances in the rate of speech, sound pronunciation, and also deviations in the mental development of the child associated with these pathologies. Pupils are taught the skills of normal conversational speech, correct grammatical formatting of statements and their vocabulary is expanded.
At the second stage of education, children develop full-fledged skills in written and oral communication of information, which allows them to be involved in the life of society without much effort. The maximum occupancy of type 5 class is 12 people. Correction of existing violations is carried out not only in lessons, but also at various events.
Special classes VI type
They educate children with disorders of the musculoskeletal system. In such a special class, the problems of complex correction of speech, cognitive and motor spheres of pupils are solved. The purpose of this training is also the social and labor adaptation of children to the life of society. The maximum number of people with whom a teacher should work should not exceed ten.
Special classes VII type
They are intended for teaching children with mental retardation. The main signs of this pathology are expressed in weakness of attention and memory, as well as insufficient mobility and pace.
When attending such classes, children are provided with normalization of the emotional-volitional sphere and mental development. Pupils develop the skills and abilities necessary for the educational process, and their cognitive activity is also activated. The occupancy of this class is 12 people. At the same time, children are provided with speech therapy assistance.
Special classes VIII type
They are created with the aim of teaching children suffering from mental retardation to eliminate developmental deviations. Type 8 correctional classes are intended for the socio-psychological rehabilitation of the child. This will allow him to integrate into the life of society as painlessly as possible in the future. The maximum occupancy of this class is 8 people.
This training ends with a labor certification. This exam includes questions about materials science and product manufacturing technology.
Today in our country there is an active conversation about the needs of children with special needs, their integration into society and their rights. Of course, when we talk about the development of a child as a person, the first thing that comes to mind is education. Very often, for the mother of a special needs child, impending school is a cause for anxiety and even fear. After all, many factors and nuances need to be taken into account so that he can study, be happy and calm, and have the opportunity to realize himself professionally in the future.
It so happens that a system of special correctional educational institutions for children with disabilities has been operating in Russia for many years. It is believed that it will be easier for them to master the program there. But despite the common stereotype that a child with special needs must be sent to such an educational institution, the education law does not provide for any mandatory separation. Special correctional schools are designed to help, not isolate. All children have the legal right to study in completely ordinary schools. This is difficult to implement, often it is not advisable, but in any case, parents should know that according to the law, all proposals to transfer a child to a correctional facility are only advisory in nature. It is up to the parent whether to follow the recommendation or not. Unfortunately, the situation in our system is such that the mother of any child, especially a special one, must know her and his rights.
Another thing is that a child may be better off in a correctional school, where they will help him and take into account his pace, where he will be calmer and more successful. In any case, it is worth starting from the interests and capabilities of the child.
Distribution
You can get into a correctional school based on the results of a psychological, medical, and pedagogical commission. It is usually recommended by those who work with the child, that is, teachers or educators. Parents can also sign up for it themselves if they believe that their child has developmental problems and needs an individual educational route. In addition, on the basis of the commission’s conclusion, all transfers from type to type are made, as well as from a special school to a mass one.
The child is seen by a number of specialists depending on the nature of his impairments. These include doctors (neurologist, psychiatrist, ENT specialist, ophthalmologist, etc.), psychologists, teachers, and social workers. He is given age-appropriate tasks; in addition, experts rely on the characteristics of teachers and information received from parents. Having studied and compared all the input, the commission makes its verdict and recommends a suitable school to the parents and child.
At least that's how it should be. But often PMPKs are formal in nature, based not on the real condition of the child, but on the characteristics of the teacher or on the conclusions of previous PMPKs. It should be noted that the conditions in which the test takes place are very difficult for any child, especially if he has problems with mental or speech development. Therefore, parents who are sent to such a commission should prepare their child for it mentally and also prepare themselves, not worry and treat it as an inevitable necessity. You can voice your preferences for the school to the consultation specialists and listen to their thoughts. But the most important thing that parents should remember is that the commission’s conclusion is purely advisory in nature. You have the right to challenge this conclusion and go through a commission at the city level or demand a review of the result if you do not agree with the proposed type of school. A child can study in a comprehensive school without any commissions.
Education
The modern correction system in St. Petersburg can offer children and parents 8 types of special schools:
Schools I type designed for deaf children. Students study in small groups of 5-6 people. The school must be equipped with the necessary technology to make it easier for children to understand the material. Oddly enough, according to standards, sign language is taught optionally in Type I schools.
Training involves three stages: initial, basic general and complete. But it can take 12 or even 13 years. Upon graduation, graduates receive the appropriate state-issued documents.
Schools II type created for hearing impaired children. These are those who have partial hearing loss and, possibly, due to this, partial speech underdevelopment. Depending on the severity of the pathology, children are divided into one of two departments. Here you can complete your studies for the Unified State Examination and obtain a matriculation certificate. The school must be equipped with special equipment to amplify sound. Children are taught in classes of no more than 10 people. In addition, individual lessons on speech development are provided for them.
To schools III andIV kind there are children with various visual impairments. Type III is provided for the blind and for children with residual vision. Classes here number up to 8 people. In type IV, visually impaired and children with other visual impairments study. The number of people in a class should not exceed twelve. The training lasts 12 years, students complete a full educational course and receive a state-issued school completion certificate. The school must have special equipment, typhoid devices. The teaching is based on the Braille system.
V view- speech schools. Children with various speech pathologies go there. Since these pathologies are often accompanied by mental development problems, teachers should take this into account. A speech school may have two departments: the first - for children with severe speech impairment or general speech underdevelopment, the second - for children who suffer from stuttering with normal speech development.
If the child’s speech development normalizes during the learning process, parents can transfer him to a comprehensive school. To do this, you will have to go through the PMPK again. Speech school does not imply high school; children take the GIA and receive the appropriate certificate. As a rule, in speech schools, students study according to a general education program, taking into account speech characteristics, in classes of no more than 12 people. Individual and group work on speech development should be carried out.
Schools VI species created for children with various musculoskeletal disorders. Here they receive primary, basic and secondary general education; training lasts 11-12 years. The program at the school is general education. Classes are small, up to ten people. During training with children, they should deal not only with mastering the school curriculum, but also directly with the problems of the musculoskeletal system. According to the staffing table, the school is assigned a speech therapist.
VII type— a school for children with mental retardation. Such children potentially have preserved intelligence, but due to weak memory, rapid exhaustion, and emotional instability, it is difficult for them to study in large classes in regular schools. Ideally, a Type VII school should be considered as preparing a child for studying in a general education setting. With the approval of the PMPC, he can be transferred there when his parents and specialists consider him ready. As a rule, transfers begin after primary school.
In fact, changing from a Type VII school to a mass one can be very difficult. Neither PMPK nor teachers want to get involved with children from correction. Of course, it is possible and sometimes necessary to transfer, but it must be done very carefully, carefully selecting a school and teacher so that the child feels comfortable. Only students of 1st, 2nd and, as an exception, 3rd grade get into institutions of the VII type through PMPC. Children study here from grades 1 to 9 according to a general education program specially adapted to their characteristics. Classes are small, no more than 12 people. In addition, additional classes are provided in groups of 2-3 people. At the end of 9th grade, graduates take the State Examination and receive the appropriate certificate.
SchoolsVIII species created for children with mental retardation. The implication is that these schools are needed to help such children integrate into society. Very much attention should be paid to labor training; in some cases, practical training is possible.
Intensive labor training is carried out in those VIII type schools that provide 10th and 11th grades. In addition, the school must have sufficient material resources to create labor training classes and conduct practical training. If the student masters the profession he is studying well, he can receive the appropriate rank or qualification.
The number of children in a class does not exceed 12 people. Training follows a general education, specially adapted program. It ends with certification in labor training. Due to health reasons, students may be exempt from certification. After school they receive a document indicating their participation in training. With such a document, you can go to a vocational school or, if a person is able, to an evening school to receive a secondary education and a matriculation certificate. Within the framework of Type VIII, classes can also be created for students with severe mental retardation. There are no more than 8 children studying there.
An additional class is provided for all types of schools. Children aged 6-7 years who did not attend preschool go there.
In addition to special schools, there is a more integrative option - compensatory classes on the basis of general education institutions. These are small groups in which children with special needs study. For example, these are speech classes, alignment classes, vision care classes, etc. It is unlikely that this option will be suitable for students with severe pathology, but this may be a solution for the so-called “borderline” children. Directions to these classes, as well as to correctional schools, are issued by the PMPC. To find out which schools in your area have such classes, you can call RONO.
In addition, some children are eligible for individual homeschooling. In order to study in this way, it is necessary to obtain documents confirming the student’s inability to attend school every day. The child can study at home all the time or go to some lessons with everyone else. The intensity of training also depends on the capabilities of a particular child. By law, a homeschooler must receive all the necessary technical equipment for this. A child can study at home for the entire period of his stay at school or for some time until his health condition changes. There is a list of diseases for which home education is provided. This form of education is possible both in general education and in correctional schools.
Unfortunately, teachers and administrators of both regular and correctional schools often try to send “inconvenient” students to home education because it is difficult for them to cope with the child’s behavior. Parents must keep in mind that such manipulations are impossible without their consent. And if there is a strong desire to leave the child in the team, you need to be patient and strong so as not to give in to the pressure of the teacher. But you should still start from the interests and needs of the child. Being at school and the associated stress will not always be good for him.
Awareness
No matter how good everything looks in theory, in practice this is not always the case. It happens that children do not have enough textbooks or the necessary equipment. Parents often complain that they have to buy a lot themselves. In addition, problems arise directly with understanding the task of a correctional school as such. It often turns out that a child, seemingly sent to school to get help, turns out to be inconvenient for her. And sometimes children with severe pathologies, for whom these schools are obviously indicated, are left behind, sent to home schooling or undesirable because of behavioral problems. It happens that from mass schools they try to “push” inconvenient, difficult, hyperactive children, disadvantaged children. Very often this is not justified. Not to mention the fact that most special children can easily take several classes at once according to indications. But where they work with one pathology, they cannot always cope with the child’s accompanying problems.
Today in Russia there is more and more talk about exclusive education, when all children, regardless of their diagnoses, study together in secondary schools. It is believed that this fosters tolerance, gives children with disabilities a chance to integrate into society from childhood, in general, this should be convenient for everyone. Abroad, such a system has been operating for a long time and successfully. They are starting to implement it here too. In Moscow, for example, they happily seized on this idea. Now they are trying to minimize the system of correctional schools and kindergartens by merging them with general education institutions. But when signing up for yet another mass benefit, Moscow officials did not think that it was necessary to prepare the soil for each planting.
On either side, society is not yet ready to accept inclusion. After all, children with special needs need adapted programs, an individual approach, technical equipment, and assistants. Teachers need to have certain skills to work with such children. They must be accepted unconditionally by their classmates. In turn, their presence in the classroom should not interfere with the learning of others. Parents of children with special needs should be ready to release their child into a group of peers. In a word, it is important for all participants in the educational process to understand and accept the whole essence of inclusion and to become involved in its implementation themselves. But after many years of isolation of disabled people, it is very difficult to demand from people fearless, complete and, most importantly, immediate acceptance of them. Moreover, there is very little information, and there are a great many fears and prejudices.
So far, St. Petersburg is not going to abandon the correction system, and this is great, because people should have a choice of path. But it’s worth starting to move towards inclusion. After all, a properly designed model of inclusive education is ideal for everyone. First of all, teachers, doctors, parents, and education officials need to change their attitude to the tasks of correctional schools, to their students, and to work in them. Education of a special child should not be his mother’s struggle with the system and a choice between two evils, and should not lead to the complete hopeless isolation of the child and to his embitterment. It should become joy, help and accompany him into adulthood.
After correctional school, you can continue your education in two options:
1. Studying with the aim of obtaining a certificate of basic secondary general education - this could be evening school, external study, perhaps there are some other options. As a result, pass exams to an independent commission, as students do at the end of the 9th grade of secondary schools. With the obtained certificate, you can continue your education at almost any college.
2. Training in the vocational education system (college). Upon completion of a correctional school, students receive not a Certificate, but a Certificate of Education. With this document, you can continue your studies only in a college that has a correctional group (CRO) that provides initial vocational education (PPE). Training will be only professional, with a certain number of general subjects (physical education, life safety, etc.). As a result, only a certificate of profession is issued, but not a certificate of secondary education. If desired and possible, obtaining a profession can be combined with studying at night school.
The list of colleges and specialties that accept graduates of correctional schools is not very large. I used information obtained from a variety of sources. College staff and teachers of KRO groups usually answer all questions in detail; you can come to the college and look at the training conditions; open days are held. Here's what I managed to find out:
- In response to my request (I asked to send a detailed and current list of professional educational institutions), the Moscow Department of Education offered only 4 colleges:
- Detailed lists of colleges with KRO groups are on the website http://center1.testov.net/ovs/ I recommend using these lists as a basis. , or persistently call all colleges for admission. The information is very useful, but phone numbers and specialties may not be entirely correct. It’s easy to find the correct phone numbers on the Internet on college websites and then check all the details by phone. You can purchase a directory of secondary vocational institutions.
- Another list that I managed to find on the Internet, but the link http://omczo.org/publ/468-1-0-2980 does not work now. It largely overlaps with the previous one, but there are also differences.
- I checked some colleges from the general lists (see above), and I got another table. I also left in it those that are definitely not accepted after correctional school. Typically, colleges have several “sites” located in different areas of Moscow, where exactly the chosen specialty is taught must be clarified directly with the admissions committee.
For some reason, when people hear the words “correctional school,” they imagine the bottom of education. Year after year, the school of the eighth type in the city of Kungur becomes more and more overgrown with myths and horror stories. Iskra found out whether at least some of these myths correspond to reality.
A correctional school is not a stigma, it is a place where they really want the best for a child.
Myth one: In a correctional school, notorious hooligans from dysfunctional families study.
The first thing I see in the building of the Kungur school of the eighth type are ordinary children who, when they see me, greet me and smile broadly in response to my smile. As I climb the stairs, I see walls hung with certificates, a stand lined with cups and awards for sporting achievements, and a filled honors board. School is like school. The only difference is that children studying here need the understanding and help of specialists.
There is an opinion that our students are children from asocial families. In reality, this is not the case - we have only a quarter of such students. Most parents follow the successes, some even attend classes with their children,” says school director Olga Koshkina. “They are sincerely interested in the successes of their beloved children, even if it’s the ability to count to one hundred.
Myth two: To get into a correctional school, it is enough to study poorly and play around in class.
I remember when I was a child, my parents scared me with corrections for not understanding the basics of mathematics. However, I finished school, and mathematics is still a mystery to me.
The Kungur correctional school of the eighth type teaches children with intellectual disabilities, for whom a special program is needed. Since 2000, she has also taught children in the “Special Children” category, who previously had the status of uneducable.
They are accepted into a school of the eighth type only through a psychological-medical-psychological commission (PMPC), with the conclusion of specialists and an application from parents. Unfortunately, having received such a conclusion, many parents fall into horror and try with all their might to avoid such training. Their child spends several years trying to master the curriculum of one class, trying to learn something that he will never understand. But parents persist, and it becomes increasingly difficult for the student to adapt to society. Only after they once again refuse to transfer the child to the next grade do they agree to enroll in a special school. Every year there are up to twenty such families.
As Olga Vladimirovna says, after the child begins education, a diagnostic period is established (for children of the eighth type it lasts one quarter, and for the category “Special child” six months). If teachers see that the student is mastering the program well, then they send the child to the PMPC to clarify the program, and if it is confirmed that he can study in classes of the seventh type, then he is transferred there. In our city, such classes for children with mental retardation are formed in schools No. 2, 13 and 18. Over time, they should help the child catch up with his peers.
Myth three: After graduating from school, the child receives a certificate and cannot obtain a profession.
There is no certificate; at the end of the training, the student receives a certificate of completion of school, which is no different in appearance from a regular certificate. The difference is in the postscript “School of the eighth kind.” This means that the program did not include such subjects as chemistry, physics, reading instead of literature, mathematics instead of algebra and geometry. In 9 years, in basic subjects, children go through what in a regular school they go through in 4-5 years,” Olga Vladimirovna is indignant.
Children with such a document are admitted to the Kungur Education Center No. 1 (formerly KKPTUiD) and the Kungur Agricultural College. However, the child will not be able to obtain professions in which there is a risk factor (for example, electrician, worker, etc.). Since 2014, the period of vocational training, at the request of the school administration, has been increased by the Ministry of Education of the Perm Territory to two years. This is done so that children can gain not only theoretical, but also practical knowledge. In addition, this way children have a better chance of socializing in society.
At school, many hours are devoted to labor lessons: in the fifth grade - 6 hours, and by the ninth grade it reaches 14 hours a week. By the end of their training, many girls sew like professional seamstresses, and boys can make almost anything - from a stool with carved legs to shoe repair. Thanks to this, children who cannot find themselves in the professions can easily provide for themselves with their own hands.
Myth four: No one goes to school to work, so there is no proper control over the children.
Yes, there is such a myth. They say that only people seasoned by life can work here. But no, the school employs 45 teachers, and 25% of them have higher education in defectology. Each of them is convinced that it is better for a child to make small victories and discoveries every day, albeit slowly, but to move along the path of knowledge and development, than to sit for 9 years in a public school, making sure every day that he is not able to master what his classmates are mastering. Despite the fact that the school is overcrowded (there are currently 211 students, 15 of whom are homeschooled), and the number of children in the “Special Child” category is growing, teachers pay attention to each student. Much attention is paid to children not only with intellectual, but also with physical disabilities - here the school’s task is to provide them with all the conditions for normal learning. For example, for students who have vision problems, bright marks are drawn on the doors and the beginning and end of the stairs are highlighted.
In all grades, except for the ninth, there are extended day groups, where children, under the guidance of teachers, study, learn lessons, and go for walks.
Myth five: children just sit within the walls of the school, do not participate anywhere, do not know how to do anything.
Not true. Our children participate in many creative competitions, festivals, and competitions, and we see this as our main goal. School athletes, under the guidance of physical education teacher Anatoly Balashov, participate in all-Russian competitions for children with disabilities, and always take prizes. Our guys have already gone to competitions in St. Petersburg twice, and were in Sochi, Yoshkar-Ola, and Yekaterinburg. This year our graduate will participate in competitions for people with disabilities in Los Angeles. If we see that a student is succeeding in sports, we try to develop these qualities. In Kungur, we cooperate with the sections of sports schools “Leader” and “Uralets”.
In addition, children draw, regularly perform at vocal competitions and win prizes there, and their work teams always receive well-deserved certificates. I myself have seen and heard with what artistry and sincere smile the children successfully perform on stage, both as part of an ensemble and solo.
School joys
In Kungur, a correctional school of the eighth type has existed since 1961. During this time, she helped thousands of people adapt to the world, get a job, and build a normal family. She may not make children geniuses, but she will give them everything they need for later life. Here they know how to enjoy the little things. And if for someone a holiday is a gold medal, then for happiness it is enough to learn to hold a pencil in the unbending children’s fingers.
Anastasia Razepina
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