The most effective way to organize the education of disabled children at home is the distance form, which involves the use of advanced information and communication technologies.
As part of the educational process, which can be implemented remotely, a special curriculum can be formed for each student, adapted to his individual he alth characteristics and educational needs (plans for further education and obtaining the desired profession).
How does HIA stand for?
It occurs quite often and means limited he alth opportunities. Accordingly, children with disabilities are children who have various kinds of deviations (mental and physical), causing disturbances in the natural course of their general development, and therefore they cannot always lead a full-fledged lifestyle.
Within the framework of the educational aspect, a narrower definition can be formulated. Children with disabilities are children who have a violation of psychophysical development (speech, vision, hearing, musculoskeletalmotor apparatus, intellect, etc.), and they most often require special corrective training and education.
Disabled children distance learning
The right to education is a priority socio-cultural right for every person due to the fact that it is perceived as an area of social life that most significantly affects the development of people.
In modern conditions, it is precisely such a category of citizens as children with disabilities that faces problems (legal, financial, organizational, technical and social) regarding the possibility of its implementation. In this regard, the study of the constitutional and legal mechanism that ensures the right to education is of particular relevance and urgency.
Education of children with disabilities through distance forms allows each child to be provided with high-quality education, regardless of the specific place of study. Gaining knowledge with the help of the information computer environment provides the child with the opportunity to acquire the appropriate professional skills necessary for him in the future both for work and for a decent existence in general.
In practice, it has been repeatedly proven that learning through distance learning technologies makes it possible for children with disabilities to receive appropriate education, as well as to fully master the basic general education program of secondarygeneral education.
The benefits of distance learning
Here, a network teacher and tutor (teacher-consultant) will be able to conduct lessons using a special technological map, which is used as a mechanism for individualizing the educational process through a variety of individually-oriented models of organization and curriculum, and a lesson (depending on educational needs and opportunities of this category of students).
The primary task of education here is the preservation of the individuality of the child, as well as the creation of suitable conditions for his self-expression. This can be achieved through differentiated learning, taking into account the degree of assimilation of knowledge by the student, the pace of his activity and the development of certain skills and abilities.
What conditions need to be created in educational institutions for children with disabilities?
They should guarantee things like:
1. Achieving the planned results in terms of mastering the basic educational program of primary general education by all students.
2. The use of both conventional and specific assessment scales of academic achievement for children with disabilities that correspond to their educational needs.
3. The adequacy of assessing the rate of variability in the life competence of each child with disabilities along with other students, as well as parents (or legal representatives) and school employees.
4. Individualization of educationalprocess regarding children with disabilities.
5. The purposefulness of developing the ability of this category of students to interact and communicate with peers.
6. The development and identification of the abilities of children with disabilities through sections, circles, clubs and studios, as well as the organization of socially useful activities, including social practice, while using the possibilities of existing educational institutions of additional education.
7. Involvement of students with disabilities in creative and intellectual competitions allowed by them, design and research activities and scientific and technical creativity.
8. Involving children with disabilities, parents and teachers in the process of developing the main educational program of primary general education, as well as in designing the internal social environment and creating individual learning routes.
9. The use of advanced, evidence-based correctional technologies within the educational process, which are focused on the special educational needs of students with disabilities.
10. Interaction in the same educational space of both a general education and a special school, which will allow the productive use of many years of pedagogical experience regarding the education of children with disabilities, as well as the use of resources created specifically for this.
So, it will be necessary to develop an individual program for children with disabilities, in which their parents must be involved. This is how they realize the degreeresponsibility for the quality of life of your child, not only in the family, but also at school.
CP in children: causes
There are about 50 of them. However, they are all rooted in the unfavorable course of pregnancy and subsequent childbirth.
The most significant (causing serious negative consequences) are:
1. Acute oxygen starvation during childbirth (for example, due to tight entanglement of the umbilical cord, premature exfoliation of the placenta, etc.) or after birth (premature baby: less than 37 weeks of pregnancy or weighing less than 2 kg). Particularly dangerous are premature births using caesarean section.
2. The presence of intrauterine infections (cytomegalovirus, toxoplasmosis, rubella, etc.).
3. Severe hemolytic disease of the newborn (immunological incompatibility between the blood of mother and fetus).
4. A number of teratogenic factors affecting the central nervous system mainly in early pregnancy (for example, taking illegal drugs, including hormonal contraceptives, radiation exposure, etc.).
And these are just a few negative factors that can cause cerebral palsy in children and cause significant harm to a child's he alth.
Characteristics of visually impaired children
As it was already deciphered above, children with disabilities are a category of persons with a certain kind of impairment. In this case, the visual function.
Based on research resultsin this category of children, the following trends in the dynamics of specific visual diseases were identified:
1. The number of children with residual vision has significantly increased (up to 90%). Theirs:
- completely blind - 3-4%;
- with light perception - 7%;
- with visa over 0.06 – 10%.
2. The percentage of complex complex visual diseases has increased. At the same time, only a few cases are associated with visual impairment, which are characterized by a single lesion of its function. Numerous studies in this area have confirmed that most preschoolers have 2-3 eye diseases.
3. An increase in the number of defects that accompany visual disease. As a rule, they are associated with a violation of the central nervous system.
Integration of children with disabilities in preschools
This is the process of teaching children with disabilities within the framework of a general educational institution. This issue is currently receiving very significant attention.
Integrated learning implies the fact that children with disabilities in a preschool educational institution must master the same skills, abilities and knowledge and in the same period as normally developing children.
It is the preschool age that is considered the most favorable for the integration of disabled children into the team of their peers with normal development.
Teaching children with disabilities in school
They are accepted there after receiving the appropriate conclusion of the pedagogical and medical-psychological commission, which must necessarily indicate that thisthe child can be trained in a general education school.
It also contains information regarding the psychological and pedagogical features of the development of a particular personality, as well as the results of diagnostics in these areas. Relevant references for accompanying work are then grouped into the student's portfolio.
It is a well-known fact that the transition from a preschool educational institution to the walls of an elementary school is very critical, therefore the primary task of the escort service is preventive work with children with disabilities regarding the prevention of problems of the adaptation period.
What can children with disabilities face during the transition from preschool to school?
Problems of the adaptation period include:
- personal (high degree of anxiety, self-doubt, low level of learning motivation, inadequate self-esteem);
- socio-psychological (a number of problems of social maladjustment);
- cognitive (attention, thinking, memory, perception, etc.).
The main activities of the escort service
Children with disabilities in school should receive support throughout their education in the following areas:
- Diagnostic measures regarding the emotional-volitional, motivational and cognitive spheres of the student's personality.
- Conducting analytical work.
- Organizational events (school psychological, medical and pedagogical councils, large and small teachers' councils, training seminars, meetings with parents of students, teachersand representatives of the administration).
- Advisory work with students and their parents, as well as teachers.
- Preventive measures (implementation of programs aimed at solving issues regarding interpersonal interaction).
- Systematic implementation of corrective and developmental activities (individual and group seminars with hard-to-adapt students).
Classification of the considered category of persons according to A. R. Muller
It is based on the specific nature of the impairment, i.e. children with disabilities can be:
- deaf;
- hard of hearing;
- late deaf;
- blind;
- visually impaired;
- with impaired function of the musculoskeletal system;
- with violation of the emotional-volitional sphere;
- with intellectual disability;
- mentally retarded;
- with severe speech impairment;
- with complex complex developmental disabilities.
Six types of dysontogenesis by V. V. Lebedinsky
As mentioned earlier, children with disabilities are a category of people with certain disabilities. So, the first kind of such dysontogenesis is mental underdevelopment. His typical pattern is mental retardation.
The second type is delayed development, represented by a polyform group that has various variations (infantilism, impaired school skills, underdevelopment of higher cortical functions, etc.).
The third type includes damagedmental development (initially normal, and subsequently impaired due to injuries or diseases of the central nervous system).
Fourth - deficient development, which is a different variation of the psychophysical, but subject to serious impairment of either vision, or the musculoskeletal system, or hearing.
The fifth type represents a distorted development, characterized by a combination of the above types.
Sixth - a violation in the process of personality formation. At the same time, various forms of psychopathy serve as a typical model.
Essence of activities to support disabled children in boarding schools
Correctional-developing work with children with disabilities is assistance in their psychological and social development (the formation of images of positive social behavior and familiarization with the culture of society, teaching skills and abilities of everyday activities).
The structure of upbringing and education of children with developmental disabilities is formed in such a way that both general educational and specific correctional tasks are provided in each age period.
What should be the emphasis in maintaining the category of persons in question?
Children with disabilities are unique in their own way, so correctional assistance should be as individualized as possible. It requires painstaking, patient and purposeful work. Teachers should clearly understand which teaching methodology is best applied to a particular student, how to help him cope with the difficulties that arose during the trainingmainly with his illness.
Working with children with disabilities of preschool age involves involving them in a specially designed educational and developmental environment, as well as organizing their proper qualified training, which should take into account their age and psychophysical characteristics.
So, finally, we should once again recall the decoding of the concept we have considered. Children with disabilities - a category of persons characterized by any impairment (mental or physical), which requires a specially organized approach to the learning process.
