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Pochetnensky educational complex “school-lyceum”

Krasnoperekopsky District Council

Autonomous Republic of Crimea

CHILD WITH SPECIAL DISABILITIES

Prepared

primary school teacher

Filipchuk E.V.

Pochetnoe village, 2014

CHILD WITH SPECIAL DISABILITIES

EDUCATIONAL NEEDS

(Information material to help teaching staff)

The concept of “children with special educational needs” covers all students whose educational problems go beyond the generally accepted norm. The commonly accepted term “children with special educational needs” emphasizes the need to provide additional support in the education of children who have certain developmental differences.

The definition given by the French scientist G. Lefranco can be accepted as logical and justified: “Special needs is a term that is used in relation to individuals whose social, physical or emotional characteristics require special attention and services, and are given the opportunity to expand their potential.”

If we talk about inclusive education, we mean, first of all, the special educational needs of children with disabilities in their psychophysical development.

Inclusive education is a system of educational services that is based on the principle of ensuring children’s fundamental right to education and the right to study at their place of residence, which involves studying in a general education institution.

Children with special needs of psychophysical development are divided into the following categories:

With hearing impairments (deaf, deafened, hearing impaired);

With visual impairments (blind, deafened, with reduced vision);

With intellectual disabilities (mentally retarded, with mental retardation);

With speech disorders;

With musculoskeletal disorders;

With a complex structure of disorders (mentally retarded blind or deaf, deaf-blind, etc.);

Children with autism and emotional-volitional disorders.

Children with special needs have, like all other children, certain rights, including the right to receive a quality education.

The purpose of this manual is to inform teachers about the nature of various psychophysical disorders and to provide specific recommendations for teaching such children.

1.Speech disorders

Speech disorders include:

Dyslalia (speech disturbances);

Rhinolalia (violations of speech sound and voice timbre associated with a congenital defect in the formation of the articulatory apparatus);

Dysarthria (violations of sound speech and melodic-intonation side of speech, caused by insufficient innervation of the muscles of the articulatory apparatus);

Stuttering;

Alalia (absence or underdevelopment of speech in children due to organic local brain damage);

Aphasia (complete or partial loss of speech caused by organic local lesions of the brain);

General speech underdevelopment;

Impaired writing (dysgraphia) and reading (dyslexia).

Most of these disorders are eliminated in preschool and primary school age. At the same time, there are cases when these violations are not overcome in middle and high schools.

Students with speech impairments have functional or organic abnormalities in the central nervous system. They often complain of headaches, nausea, and dizziness. Many children continue to have problems with balance, coordination of movements, undifferentiated movements of fingers and articulatory movements. During training, they quickly become exhausted and tired. They are characterized by irritability, excitability, and emotional instability. They continue to have instability of attention and memory, a low level of control over their own activities, impaired cognitive activity, and low mental capacity.

A special group among children with speech impairments are children with reading and writing impairments.

Difficulty with text comprehension (dyslexia) is characterized as the inability to comprehend printed or handwritten text and transform it into words.

With dyslexia, the following types of errors are observed during reading: replacing and mixing sounds, letter-by-letter reading, rearrangement, etc.

Help for such children should be comprehensive and carried out by a group of specialists: a neurologist, speech therapist, psychologist, teacher. The effectiveness of work is largely determined by the timeliness of application of activities and the selection of the optimal method and pace of training.

Impaired writing skills - dysgraphia - distortion or replacement of letters, distortion of the sound component of the structure of a word, violation of the elite spelling of words, agramatism. The classification of dysgraphia is based on the immaturity of certain operations of the writing process:

Articulatory-acoustic dysgraphia manifests itself in substitutions and omissions of letters, which correspond to omissions and substitutions in oral speech;

Dysgraphia based on a violation of phonemic recognition manifests itself in the substitution of letters corresponding to phonemically similar sounds, although in oral speech the sounds are pronounced correctly; (work to eliminate these two types of disorders is aimed at developing phonemic perception: clarifying each sound that is replaced, developing articulatory and auditory images of sounds);

Dysgraphia based on a violation of speech analysis and synthesis, which manifests itself in the distortion of the sound-letter structure of a word, the division of sentences into words;

Grammatical dysgraphia is associated with underdevelopment of the grammatical structure of speech (morphological and syntactic generalizations);

Work to eliminate these two types of violations is aimed at clarifying the structure of the sentence, developing the functions of inflection, and the ability to analyze the composition of a word based on morphological characteristics.

Optical dysgraphia is associated with underdevelopment of visual analysis and synthesis and spatial representations, which manifest themselves in substitutions and distortions of letters when writing; optical dysgraphia also includes mirror writing;

The work is aimed at developing visual perceptions, expanding and representing visual memory, forming spatial representations and developing visual analysis and synthesis.

Stuttering– one of the most complex and long-lasting speech disorders. Doctors characterize it as neurosis (discoordination of contraction of the muscles of the speech apparatus). Pedagogical interpretation: this is a violation of the tempo, rhythm, fluency of speech of a convulsive nature. Psychological definition: it is a speech disorder with a predominant impairment of its communicative function. A speech spasm interrupts the speech flow with stops of various types. Convulsions occur only when producing speech. Stuttering can be neurotic or neurosis-like.

When stuttering, a speech therapist, neurologist, psychotherapist, psychologist, and teacher work with the child. Only a team that includes these specialists can expertly develop measures to overcome stuttering.

A speech therapist can prescribe protective therapy - a regime of silence, and a doctor can prescribe the entire complex of treatment that is recommended for neurotic conditions in children. Regardless of the forms of stuttering, all children, in addition to speech therapy, need logorhythmic classes, medication and physiotherapeutic treatment.

When you notice that there is a student in your class who has similar difficulties, consult with teachers who taught the child in previous years.

Contact a psychologist and speech therapist, talk to your parents. use all instructions and recommendations of specialists.

The composition of the team you organize determines the correctness of the diagnosis, corrective assistance strategies, and the choice of necessary measures for the successful education of a child in your class.

Ask the student about the difficulties he feels while perceiving, processing, and applying information (new material). Determine what information the student does not perceive.

Suggest other ways (if the student cannot read, explain orally, if he cannot understand by ear, submit in writing).

Find out about the possibility of using special computer programs (for example, converting printed text into audio playback), and other technical methods, depending on the learning characteristics of a particular student.

2. Children with mental retardation

Delayed mental development can be due to various reasons.

In particular, these are: hereditary predisposition, impaired brain functioning during fetal development, sexual complications, chronic and long-term diseases at an early age, inappropriate upbringing conditions, etc.

Depending on these factors, there are different forms of delay.

- Constitutional and somatogenic origin – the child is miniature and outwardly fragile, the structure of his emotional-volitional sphere corresponds to an earlier age, frequent illnesses reduce the capabilities of the parents, the general weakness of the body reduces the productivity of his memory, attention, ability to work, and inhibits the development of cognitive activity.

- Psychogenic origin – caused by inappropriate upbringing conditions (excessive care or insufficient care for the child). Development is delayed due to the limitation of the complex of stimuli and information that comes from the environment.

- Cerebral-organic origin – persistent and complex, caused by damage to the child’s brain due to pathological influences (mainly in the second half of pregnancy). Characterized by decreased learning ability even at a low level of mental development. and manifests itself in difficulties in mastering educational material, lack of cognitive interest and motivation to learn.

A significant proportion of children with mental retardation, having received timely correctional assistance, master the program material and “level out” upon completion of primary school. At the same time, many students and the following years of schooling require special conditions for organizing the pedagogical process due to significant difficulties in mastering educational material.

A student who has such difficulties requires careful psychological and pedagogical study to determine optimal and effective teaching methods. Working with the parents of such children is extremely important, since their understanding of the nature of the difficulties and appropriate assistance within the family contribute to overcoming learning difficulties.

Focus on the student's strengths and build on them during the learning process. At the same time, be prepared that you will have to gradually fill gaps in the student’s knowledge, skills and abilities.

Present learning content in small chunks using a multi-sensory approach (auditory, visual, manipulative). Repeat and reinforce what you have learned as much as possible.

Get the student interested and maintain positive motivation. training.

Try to slow down the pace of learning, taking into account the mental endurance and mental capacity of the student. Be patient if something needs to be explained or shown to the student more than once. Find the best option for interacting with him (explain the new material before the lesson, during the lesson give a written thesis plan, algorithm of actions, etc.).

Break the task down into separate small parts. If necessary, draw up a written algorithm for the step-by-step completion of the task. Give verbal instructions one at a time until the student learns to retain several in memory at the same time.

Practice the applied use of the knowledge acquired by the student.

Together with the student, analyze the task step by step.

Vary your learning activities, but ensure a smooth transition from one activity to another.

Tasks should be appropriate to the students' abilities and avoid feelings of persistent failure.

Give students enough time to complete a task and practice new skills; at the same time, doing one task for a long time can tire them out.

Don’t leave overcoming learning problems solely on your parents. Help them recognize the slightest successes of the student and consolidate them. Students with learning difficulties do not require authoritarian approaches in family relationships, but a balanced, good-natured attitude towards the child.

Overcoming learning difficulties is the result of long-term and painstaking work of teachers, psychologists, parents and even therapists.

3.Children with visual impairments

Today in Ukraine, visual impairment ranks first among other disorders. This group includes the blind (about 10%) and the visually impaired (people with reduced vision). Persons who completely lack visual sensations or those who have only partial light perception (visual acuity up to 0.004) are considered blind. Visually impaired - those who have a significant decrease in vision (in the range from 0.05 to 0.2 when using corrective glasses).

The main reason for decreased visual acuity is congenital diseases or eye abnormalities (70% of cases). The factors that caused eye abnormalities are extremely varied. Endogenous (internal) factors include heredity, hormonal disorders in the mother and fetus, Rh incompatibility, parental age, metabolic disorders, etc. Endogenous (external) factors include various intoxications, infectious and viral diseases, etc.

Common visual disorders include microphthalmos, anophthalmos, cataracts, glaucoma, optic nerve atrophy, retinal degeneration, astigmatism, myopia, farsightedness, etc.

Eye disease leads to complex disturbances in visual function - acuity decreases, the field of vision narrows, and spatial vision is impaired.

Due to an incomplete or distorted environment, the ideas of such children are completely impoverished, fragmented, and the information received is poorly remembered. Children feel difficulties while reading, writing, and practical work; get tired quickly, which causes a decrease in mental and physical performance. This is why they require dosed visual tension and a security regime during the organization of the educational process.

Due to the fact that students’ vision may change during training (ophthalmological recommendations change accordingly), coordinated work of teachers, a school doctor, an ophthalmologist and parents is necessary, who must keep the student’s permissible physical and visual loads under control.

When organizing the educational process for such students, the teacher must take into account ophthalmological data on the degree of vision loss, the nature of the disease, the characteristics of its course and the prognosis for the future (the possibility of deterioration or improvement). Taking this into account, the teacher should be familiar with the ophthalmologist's recommendations on the use of conventional and special correction measures (glasses, contact lenses, etc.), as well as additional methods that improve vision (enlarged lenses, projectors, typhology devices, audio recordings, special computer programs that transform written text into audio, etc.). The teacher must know which of the students the glasses are intended for constant use, and which for working only at long or close distances, and monitor the children’s compliance with a certain regime.

Every 10-15 minutes the student should rest for 1-2 minutes while doing special exercises.

Workplace lighting should be at least 75-100 cd/sq.m.

Remove all obstacles on the way to the student’s workplace.

In visual aids, it is advisable to enlarge the font.

When writing on the blackboard, try to arrange the material in such a way that the student does not merge it into a continuous line. Find out which color the student sees best.

Allow students to move closer to the board or visual aid to better see what is written.

Voice what you write.

Strive to duplicate everything you write on the board with handouts.

Pay attention to the quality of the handout: it should be matte, not glossy paper, the font should be large and contrasting.

Students with visual impairments need more time to complete assignments and read text. Do not overload the student with reading large texts while independently processing the material; it is better to explain it again orally, make sure that he understands everything.

In subjects such as literature, history, geography, you can use audio libraries of literary works and other educational materials, which the teacher can use for individual lessons with visually impaired students.

It is advisable to review the requirements for written work. Sometimes a visually impaired student needs to write using a stencil to help position the text correctly on the page and adhere to the lines.

Frequently check the student's understanding of the material given in the lesson.

Watch the student’s posture, at the same time, do not limit him when he brings the text very close to his eyes.

The child may have difficulty seeing your facial expression and may not understand that you are addressing him. It is better to approach him and, touching him, call him by name.

Do not make unnecessary movements or obscure the light source, do not use non-verbal methods of communication (nodding your head, hand movements, etc.).

4. Children with hearing impairments

The term “hearing impairment” is often used to describe a wide range of hearing loss disorders, which includes deafness.

Among the causes of hearing loss are the following: sexual trauma, infectious diseases, otitis media, inflammation, and the consequences of using appropriate medications.

Deafness is defined as the absolute absence of hearing or its significant decrease, as a result of which the perception and recognition of oral speech is impossible.

Compared to the deaf, children with reduced hearing (hard of hearing) have hearing, which, with the help of audio amplifying equipment, makes it possible to perceive the speech of others and speak independently. Children who have a hearing loss from 15 to 75 dB are considered hard of hearing, above 90 dB are considered deaf (according to pedagogical classification).

Hearing loss is partially compensated by hearing aids and cochlear implants. Under normal learning conditions, children with impaired hearing form speech communication and develop speech hearing, which gives them the opportunity to successfully study in general education schools and receive higher and vocational education.

At the same time, it is necessary to take into account certain characteristics of students with hearing impairments. Some hard of hearing people can hear, but perceive individual sounds fragmentarily, especially the beginning and ending sounds in words. In this case, it is necessary to speak more loudly and clearly, choosing the volume accepted by the student. In other cases, it is necessary to lower the pitch of the voice because the student is unable to perceive high frequencies aurally. In any case, the teacher must familiarize himself with the student’s medical record, consult with the school physician, otolaryngologist, teacher of the deaf, speech therapist, parents, and teachers with whom the student studied in previous years. Consult with specialists regarding the capabilities of the student’s individual hearing aid and special tasks for the development of speech breathing.

Learn how to check if your hearing aid is working properly.

Familiarize yourself with special technical means that guide the effectiveness of the educational process. It is advisable that the educational institution acquire the necessary equipment.

The student should sit close enough to clearly see the teacher, classmates and visual aids. He must clearly see the articulatory apparatus of all participants in the lesson.

Use as much visual information as possible.

Make sure that the student receives the information in full. Audio information must be supported and duplicated by the visual perception of text, tables, reference diagrams, etc.

When starting a conversation, check the student's attention: say his name or touch him with your hand. When addressing and talking to a student, look at him so that he can see all your movements (articulation, facial expression, gestures).

Before you begin explaining new material or instructions for completing assignments, make sure the student is looking at you and listening.

Do not cover your face with your hands, do not speak while turning away from the student. If necessary, make a note on the board, and then, facing the class, repeat what you wrote and comment.

Speak loudly enough, at a normal pace, without getting carried away with articulation, moving your lips.

From time to time, make sure that the student understands you. But at the same time, do not ask him tactless questions about this. If a student asks to repeat something, try to paraphrase the information using short, simple sentences.

If you do not understand the student's speech, ask him to repeat it again, or write down what he wanted to answer.

If you are explaining complex material that contains terms, formulas, dates, surnames, geographical names, it is advisable to give it to the student in written form. Use handouts that better convey the content of the lesson.

Make sure all words in the text are clear. Simplify the text whenever possible.

Initiate student verbal communication. Don't interrupt him, give him the opportunity to express his thoughts.

5. Children with musculoskeletal disorders

Such disorders occur in 5-7% of children and can be congenital or acquired. Among the disorders of the musculoskeletal system are:

Diseases of the nervous system: cerebral palsy; polymyelitis;

Congenital pathologies of the musculoskeletal system: congenital dislocation of the toe, torticollis, tick-footedness and other foot deformities; abnormalities of the spine (scoliosis); underdevelopment and defects of the limbs: abnormal development of the fingers; atrogryposis (cripple from birth);

Acquired diseases and damage to the musculoskeletal system: injuries of the spinal cord and limbs; polyarthritis; skeletal diseases (tuberculosis, osteomyelitis); systemic skeletal diseases (chondrodystrophy, rickets).

In all these children, the leading disorder is underdevelopment, impairment or loss of motor functions. The dominant one among them is cerebral palsy (about 90%).

To adapt the social environment, it is necessary to prepare teachers and students of the school or class to perceive a child with such disabilities as an ordinary student.

Children with cerebral palsy (CP)

Cerebral palsy occurs due to damage to the fetal brain during the prenatal period or during childbirth. Among the factors that lead to cerebral palsy are bone failure, birth traumatic brain injury, intoxication during pregnancy, infectious diseases, etc. The frequency of cerebral palsy in the population is 1.7 cases per 1000 children.

Characteristic of cerebral palsy are motor disorders (paralysis, incomplete paralysis), inability to control and coordinate movements, weakness of movements, disorders of gross and fine motor skills, spatial orientation, speech, hearing and vision, depending on which parts of the brain are damaged, unstable emotional tone. These conditions can intensify with excitement, unexpected contact with the child, overwork, and the desire to perform certain purposeful actions. The more severe the brain damage, the more severe the cerebral palsy. However, cerebral palsy does not progress over time.

Depending on the severity of the lesion, such children can move independently, in wheelchairs, or with the help of walkers. At the same time, many of them can study in a comprehensive school, provided that a barrier-free environment is created for them and they are provided with special devices (a writing device, splints that help better control hand movements; a workplace that makes it possible to maintain the appropriate body position).

Typically, children with cerebral palsy may require different types of assistance. Specialty training and services may include physical therapy, occupational therapy, and speech therapy.

Physical therapy helps develop muscles, learn to walk, sit and maintain balance better.

Occupational therapy helps develop motor functions (dressing, eating, writing, performing daily activities).

Speech therapy services help develop communication skills and correct impaired speech (which is associated with weak muscles of the tongue and larynx).

In addition to therapeutic services and special equipment, children with cerebral palsy may need assistive technology. In particular:

Communication devices(from simple to more complex). Communication boards, for example with pictures, symbols, letters or words. The student can communicate by pointing with his finger or eyes at drawings and symbols. There are also more complex communication devices that use voice synthesizers to help you “talk” to others.

Computer technologies (from simple electronic devices to complex computer programs that operate from simple adapted keys).

Learn more about cerebral palsy, organizations that provide help, and resources you can get useful information from.

Sometimes seeing a student with cerebral palsy makes them feel like they won't be able to learn like others. Pay attention to the individual child and learn directly about his or her special needs and abilities.

Consult with other teachers who have taught your child in previous years about designing a learning environment specifically for that student. Parents know better about their child's needs. They can tell you a lot about a student's special needs and abilities. By inviting a physiotherapist, speech therapist and other specialists into your team, you can develop the best approaches in relation to a particular student, from the point of view of his individual and physical capabilities.

The student’s path to his workplace should be unobstructed (convenient opening of doors, sufficiently wide passages between desks, etc.). Think about how he will reach the classroom, move within the school boundaries, use the toilet, etc. Most likely, the educational institution will have to make appropriate architectural changes (ramp, special handrails, fixtures in the toilet, etc.).

It may be necessary for a member of staff or pupils to be available to assist the pupil with cerebral palsy at all times (holding doors while a stroller is pushed in, while going down stairs or when negotiating rapids). Such assistants must be instructed by a specialist (orthopedist, physiotherapist, physical therapy instructor).

Learn to use assistive technology. Find experts inside and outside the school to help you. Assistive technology can make your student independent (writing aids, computer add-ons, etc.).

With the help of specialists or parents, equip the student’s workplace taking into account his physical condition and the characteristics of the development of educational skills.

Consult with a physical therapist regarding the student's exercise routine, breaks, and exercises required. Remind the student of this and make sure that he does not become overtired.

Sometimes children with cerebral palsy may experience decreased hearing in high-frequency tones while maintaining low-frequency hearing. Strive to speak in low tones, make sure that the student hears the sounds t, k, s, e, f, sh well.

It is necessary to reduce the requirements for student written work. Perhaps it will be convenient for him to use special devices, a computer or other technical means.

Make sure that the necessary materials, teaching aids, and visual aids are within the student’s reach.

Do not surround the student with endless patronage. Help when you know for sure that he cannot master something, or when he asks for help.

The student needs more time to complete the task. Adapt the exercises accordingly, develop tasks in the form of tests, etc.

6. Children with hyperactivity and attention deficit disorder

One of the common disorders, characteristic according to various sources, is 3-5 – 8-15% of children and 4-5% of adults. The causes of this condition are still being studied. Among the factors that cause it are hereditary and somatic disorders. Somatic (from the Greek - melo, bodily) in medical practice is used to define phenomena that are associated with the body, in contrast to phenomena of a mental nature. Disease in this meaning is divided into somatic and mental. Such children experience a complex of clinical, physiological and biochemical changes, sometimes certain minimal brain dysfunctions (a group of different pathological conditions that manifest themselves in combined disturbances of perception, motor skills, and attention). At the same time, this condition may have a number of other disorders: neuroses, mental retardation, autism. Sometimes hyperactivity with attention deficit is difficult to dissociate from normal development with motor activity characteristic of a certain age, and from the temperamental characteristics of individual children. Typically, this condition is observed more often in boys.

Among the characteristic features of attention deficit hyperactivity are excessive activity, impaired attention, impulsivity in social behavior, problems in relationships with others, behavioral disturbances, learning difficulties, low academic success, low self-esteem, etc.

If a child is not provided with timely psychological and pedagogical assistance, during adolescence this condition can develop into antisocial behavior.

A teacher who has noticed the traits of attention deficit hyperactivity should involve specialists in the team: a psychologist, a neurologist, a therapist, and parents. In some cases, drug treatment may be necessary. In everyday work and communication with the student, all team members must adhere to the developed joint strategy of behavior. Family psychological training will be useful, which will reduce the level of stress in the family, reduce the likelihood of conflicts in social interaction with the child, and develop the parents’ skills of positive communication with him.

It is advisable to seat the child at the first desk; he will be less distracted.

The lesson schedule must take into account the student's limited ability to focus on the perception of the material.

Activities in the lesson should be structured for the student in the form of a map of clearly formulated actions and an algorithm for completing the task.

Instructions should be short and clear and repeated several times.

It is difficult for the student to concentrate, so he needs to be pushed several times to complete the task, monitor this process until it is completed, and adapt the tasks so that the student has time to work at the pace of the whole class.

Demand completion of the task and check it.

Find various opportunities for the student to speak in front of the class (for example, how he completed the task, what he did while on duty, how he prepared creative work, etc.).

The educational material should be made as visual as possible so that it retains attention and is as informative as possible.

Praise your child, use feedback, react emotionally to small achievements, increase his self-esteem and status in the team.

It is necessary to constantly interest the student, point out shortcomings less often, and find correct ways to point out mistakes.

It is necessary to develop positive motivation in learning.

Build on your student's strengths and celebrate his particular successes, especially in activities in which he shows interest.

In case of inappropriate manifestations or actions of a student, adhere to the tactics of behavior chosen by the team of specialists.

Communicate and collaborate with the student's parents as closely and frequently as possible.

7. Children with early childhood autism (non-contact children)

A child’s limited companionship can be a consequence of various reasons: fear, timidity, emotional disturbances (depression), and low communication needs.

Characteristics of the characteristics of children with little contact:

1) inability to organize a joint game and establish friendly relationships with peers;

2) lack of sensitivity to people, indifference to manifestations of love, physical contact;

3) negative reactions to greetings;

4) insufficiency of face-to-face contact and facial response;

5) increased level of anxiety from contact with other people;

A number of features of children with early childhood autism syndrome:

Fixed or “blind” gaze;

Does not like physical contact, avoids hugs;

Inappropriate reaction to new things;

Lack of contact with peers (does not communicate, attempts to escape);

Loves sound toys and those that move;

Aggression towards animals, children, auto-aggression;

Delayed chewing and self-care skills;

Refusal to communicate, echolalia, talking about oneself in the third person;

Helping the child: sessions with a psychologist, providing attention and love, a sense of security, engaging in touching, facial reactions, independence, music, poetry, folding puzzles.

Corrective work for autism.

Correctional work with autistic people is roughly divided into two stages.

First stage : “Establishing emotional contact, overcoming negativism in communication with adults, neutralizing fears.”

Adults should remember the 5 “no’s”:

Don't talk loudly;

Do not make sudden movements;

Don't look directly at the baby's gala;

Do not contact the child directly;

Don't be too active and intrusive.

To establish contact, it is necessary to find an approach that meets the child’s capabilities and encourage him to interact with an adult. Contacts and communication are based on supporting elementary, age-inappropriate, effective manifestations and stereotypical actions of the child through play. To organize the initial stages of communication, an adult must calmly and concentratedly do something, for example, draw something, put together a mosaic, etc. Requirements at the beginning should be minimal. It can be considered a success that the child does not leave the adult’s side and passively follows the adult’s actions. If a child does not complete tasks, his attention should be switched to easier ones; you should not put pressure on him or bring the child to a negative reaction. After completing the task, you need to rejoice at the success together. To lift the mood, games with emotional manifestations are organized: music, light, water, soap bubbles. The child's emotional discomfort is reduced through constant monitoring. One of the indicators of this condition is motor skills, voice strength, and increased stereotypic movements.

Special games that emphasize the safety of the situation help alleviate fears.

It is necessary to choose the right games, books, poems, discarding those that can emotionally traumatize the child.

Second phase: “Overcoming the difficulties of a child’s purposeful activity.”

Training in special norms of behavior, development of abilities.

Purposeful activities are very important for children with autism. They quickly get tired and get distracted, even from interesting activities. This can be prevented by frequently changing types of activities and taking into account the child’s wishes and readiness to interact with the teacher. The content of activities with a child is an activity that he loves, which maintains a state of acceptable sensory sensations, i.e. it is necessary to take into account the interests of the child.

At the beginning of working with a child, his stereotypes are actively played out.

During training, the adult is behind the child, quietly helps, and creates a sense of independence in performing actions.

It is necessary to dose praise so as not to develop dependence on the hint. An inadequate response in a child indicates overtiredness or lack of understanding of the task.

A child with autism has a specific need to maintain consistency in the environment and follow a routine. It is necessary to use a regime, schedule, pictures, drawings, and alternate between work and rest.

Specific techniques should be used for social adaptation. An adult must not only interest the child, but also understand the inner world, take a position of understanding reality.

First of all, the emotional sphere is corrected. Emotional processes are normally that sphere of mental existence that charges and regulates all other functions: memory, attention, thinking, etc. Unfortunately, it takes a lot of effort for autistic children to develop higher feelings: sympathy, empathy. They do not develop the correct emotional response in various situations.

Based on the results of the child’s examination, an individual correction card is drawn up.

Establish a positive emotional connection.

Child stereotypes are used.

Teach the child the language of feelings, pay attention to the emotional state of people and animals.

Teach behavioral ethics on an emotional basis, analyze the world of emotions. In the future, the development of creative abilities and ideas allows the child to adequately perceive literary fairy tales.

Teachers should not use traumatic words “you were scared...”, “it didn’t work out...”. The teacher’s task is to prevent the growth of negativism and overcome the communication barrier.

One of the areas of work is the social and everyday adaptation of children and the formation of self-service skills.

8. Mental infantilism

Mental infantilism is a form of psychological immaturity of a child, which, with improper upbringing, leads to a delay in age-related socialization and the child’s behavior as not meeting age requirements for him.

Promotes infantilism: hypoxia, infections, intoxication during pregnancy, constitutional-genetic, endocrine-hormonal factors, birth asphyxia, severe infectious diseases in the first months of life. Also egocentric and anxious-vulnerable parenting.

The first version of mental infantilism - true or simple - is based on delayed development of the frontal lobes of the brain, caused by the above factors.

As a result, the child is delayed in forming the concept of norms of behavior and communication, developing the concepts of “impossible” and “necessary”, a sense of distance in relationships with adults, a delay in maturation of the ability to correctly assess situations, provide for the development of actions, threats.

Children with a simple form of mental infantilism are assessed in their behavior as being 1-2 years younger than their true age.

Mental infantilism is not a general mental retardation. If it is present, children perform phrasal speech in the usual period and even earlier, ask questions in full compliance with age standards, master reading and counting in a timely manner, and are mentally active. They often express original thoughts and perceive nature in a fresh way. Parents and educators are embarrassed by their spontaneity, inappropriate behavior for their age, and inability to adapt to reality. It’s not that they are unable to think about their actions, they most likely simply do not think about them. The liveliness of an infantile child is not disinhibition, but emotionality that goes over the edge; their carelessness is not the result of mental retardation, but the naivety of a child who does not imagine that he can be offended. They are kind and do not wish harm, their manner of freely addressing adults is not a kind of rudeness or unceremoniousness, but a kind of puppyish joy of life and that reckless liveliness when there is no idea of ​​​​what is possible and what is not. Mentally infantile children naively invite an adult to run or play with them, not realizing that adults have no time for this. In everything they follow from themselves, from their perception of life. Therefore, they show cheerfulness; if they cry, it is not for long and they do not remember evil. Adults often admire the child's spontaneity until the reality of adaptation at school pushes the parents to consult a psychiatrist.

Peers approach such children as equals, but communication does not work out, because... they clearly look younger in their interactions. Children are not very independent. They don’t know how to do anything, because... what required effort was done for them by others. Having felt the realities of life, such a child is first surprised, and then greatly embarrassed - even to the point of manifestations of hysterical neurosis.

Improper upbringing complicates the infantilism of the volitional factor in children. The strong-willed component is inherent in temperament, but this side, like the others, was not developed.

The second variant of mental infantilism is general psychophysical immaturity of the infantile type.

The reasons are the same as in the first option. However, in the second option, immaturity also concerns physical development. These children are miniature, weak, fragile. Children develop in a timely manner in motor and psycho-speech development, they timely acquire all the skills and abilities of drawing, counting, and reading. Often children have an inclination towards music, but their maturation of higher orientation functions is delayed. Time passes, but the child is not ready to communicate with peers and is extremely dependent. The child's condition causes concern among parents; he often gets sick, unlike children of the first variant of mental infantilism.

Anxious upbringing “protects” the child and perpetuates infantilism in him. Proper upbringing can save a child from immaturity. At the age of 6-8 years, higher mental functions are dosed and the qualities of masculinity are added. After puberty is completed, the child is distinguished from his peers by his short stature and miniature appearance, with physical strength and normal health. A child who is mentally infantile in the second type is not encouraged in his development. The child will follow his peers approximately 1 year behind them. And then he gradually becomes equal to his peers. All that is needed is patience, love and wisdom of parents.

The third variant of mental infantilism.

A child is born mentally and physically healthy, but by protecting him from reality, parents delay his socialization by the self-centered or anxious nature of upbringing. Often such cases occur among those parents who dreamed of a child and were really looking forward to him. They admire and amuse themselves with him, detaining him at 2-3 years of age.

This type of infantilism is entirely due to improper upbringing, when a healthy child was made immature and the development of the frontal functions of the brain was specially delayed. In this case, infantilism is cultivated through hyperprotection, and is fenced off from peers and life.

A child with congenital mental infantilism or acquired in the first months of life is treated by a psychoneurologist. Treatment should promote the maturation of higher neuropsychic functions. According to the child’s indications, an endocrinologist also consults.

The main thing in overcoming mental infantilism is proper education. Efforts are directed primarily at the socialization of the child.

Educators and parents influence the child through play methods, practicing what is necessary for successful adaptation in kindergarten.

If an infantile child under 7 years of age is not ready for school, then it is better to detain him for another 1 year and send him to school with the developed position of a schoolchild.

9.Children with Down syndrome

Features of development of children with Down syndrome.

There is now no doubt that children with Down syndrome go through the same stages as normal children. General principles of education have been developed on the basis of modern ideas about the development of children, taking into account the specific characteristics inherent in children with Down syndrome. These include:

1.Slow formation of concepts and development of skills:

Reduced rate of perception and slow formation of response;

The need for a large number of repetitions to master the material;

Low level of generalization of material;

Loss of those skills that are not in sufficient demand.

2. Low ability to operate with several concepts simultaneously, which is associated with:

Difficulties that a child has when he needs to combine new information with already learned material;

Difficulty transferring learned skills from one situation to another. Replacing flexible behavior that takes into account circumstances with patterns, i.e. same type, memorized and repeated actions;

Difficulties when performing tasks that require operating with several attributes of an object, or performing a chain of actions.

3. Uneven development of the child in various areas (motor, speech, social-emotional) and the close connection of cognitive development with the development of other areas.

4. A feature of subject-matter practical thinking is the need to use several analyzers simultaneously to create a holistic image (vision, hearing, tactile sensitivity, proprioception). The best results are obtained by visual-body analysis, i.e. The best explanation for a child is an action that he performs, imitating an adult or together with him.

5.Impaired sensory perception, which is associated with reduced sensitivity and frequent visual and hearing impairments.

6.Children with Down syndrome have different starting levels, and the pace of their development can also vary significantly.

10.Children with minimal brain dysfunction (MCD)

According to Russian scientists, 35-40% of children have deviations in the functioning of the central nervous system (these are mostly deviations in the functioning of the brain that are acquired in utero). Refers to functional disorders that disappear as the brain matures. Often associated with mental retardation, psychopathy, at the beginning of school.

Functional deviations in the functioning of the central nervous system are not considered a serious defect by doctors; at 1-2 years of age they are removed from the dispensary register if the parents do not show concern. From primary school education this process proceeds like an avalanche. Often children in severe cases are referred to a psychiatrist, psychologist or speech pathologist. Correction of old cases is very difficult.

Characteristics:

Neuroses;

Stuttering;

Deviant behavior;

Antisocial manifestations.

What distinguishes children with MMD from normal children:

Fatigue, decreased mental performance;

The ability to voluntarily regulate behavior (make a plan, stick to a promise) is sharply reduced;

Dependence of mental activity on social activity (one - motor disinhibition, in a crowded environment - disorganization of activity);

Reduced RAM capacity;

Visual-motor coordination is undeveloped (mistakes when writing, copying, crossing out);

Change of working and relaxation rhythms in the brain (state of overwork, working rhythms are 5-10 minutes, relaxation rhythms are 3-5 minutes, the child does not perceive information; (there are literate and illiterate texts, take a pen and not remember; say something rude and not remember) They are similar to erased epileptic seizures, but the difference is that the child continues his activities.

Characteristic disadvantages: attention, working memory, increased fatigue.

Recommendations: after the second lesson, spend an hour of relaxation: walks, breakfast, then resume work. Group forms of work that do not require silence and discipline, psychotherapy and game teaching methods.

Hyperdynamic syndrome.

Hyperdynamic and hypodynamic syndromes are based on microorganic disorders of the brain that arise as a result of intrauterine oxygen starvation; microbirth injuries lead to minimal cerebral dysfunction (MCD). There are no gross organic disorders, but there are many microdisturbances of the cortex and subcortical structures of the brain.

Main features:

Instability of attention;

Motor disinhibition, which manifests itself in the first months of a child’s life, when it is difficult to hold the baby in his arms. A hyperdynamic child moves like mercury. The hands of such a child are constantly at work: they are crumpling something, turning it, tearing it off, picking it off.

The peak manifestation of hyperdynamic syndrome is 6-7 years and, under favorable educational conditions, decreases by 14-15 years. Under the wrong conditions of upbringing, it manifests itself in the fate of an adult.

Often hyperdynamic children become leaders in groups of difficult teenagers and ignore learning.

Hypodynamic syndrome.

MMD occurs in every fourth child. During microbirth trauma, the subcortical structures of the brain are disrupted, the child is frozen, inactive and lethargic.

Weakened body muscles and poor coordination contribute to the accumulation of excess weight, which leads to the child’s isolation from the group. Such children resemble mentally retarded people and only the mother knows that the child is intelligent.

Poor performance at school embarrasses a child because it embarrasses his mother. Children often strive to sit in the last desk, to be unnoticed, they avoid physical education lessons, and their peers give them nicknames. The child is lethargic not only physically, but also emotionally and mentally.

Help: to interest someone in something, to treat them kindly; develop physical activity, diet.

Diarthria and dysgraphia often appear - poor handwriting, missing vowels, mirror writing. The help of a neurologist and psychiatrist is necessary. Training in sanatorium schools and a lighter educational regime are recommended.

Who are children with “special educational needs”? This concept covers all students whose educational problems go beyond the generally accepted norm. The term is based on the need to provide additional support in the education of children who have certain characteristics in their development.

A more accurate definition can be considered given by the French scientist G. Lefranco: “Special needs is a term that is used in relation to individuals whose social, physical or emotional characteristics require special attention and services, and are given the opportunity to expand their potential.”

Children with special needs are children with peculiarities of psychophysical development. They can be divided into the following categories:

With hearing impairments (deaf, deafened, hearing impaired);

With visual impairments (blind, deafened, with reduced vision);

With intellectual disabilities (mentally retarded children, with mental retardation);

With speech disorders (dyslalia, dysarthria, anarthria, dyslexia, alalia, rhinolalia, etc.);

With musculoskeletal disorders;

With a complex structure of disorders (mentally retarded blind or deaf, deaf-blind, etc.);

Children with autism and emotional-volitional disorders.

Speech disorders, in turn, have their own varieties:

Dyslalia (violations of sound pronunciation with normal hearing and intact innervation of the speech apparatus);

Rhinolalia (violation of sound pronunciation and voice timbre, caused by anatomical and physiological defects of the speech apparatus);

Dysarthria (violation of the pronunciation side of speech, caused by insufficient innervation of the speech apparatus);

Stuttering (a disturbance in the tempo-rhythmic organization of speech caused by a convulsive state of the muscles of the speech apparatus);

Alalia (absence or underdevelopment of speech in children, due to organic damage to the speech areas of the cerebral cortex in the prenatal or early period of the child’s development);

Aphasia (complete or partial loss of speech caused by organic local lesions of the brain);

General underdevelopment of speech (various complex speech disorders in which children have impaired formation of all components of the speech system related to the sound and semantic side);

Impaired writing (dysgraphia) and reading (dyslexia) and many others.

"with disabilities"

General patterns of mental development of persons with disabilities

The special educational needs of children with disabilities are determined by the patterns of impaired development:

• difficulties in interacting with the environment, especially with other people,
• personality development disorders;
• lower speed of receiving and processing sensory information;
• less information captured and stored in memory;
• disadvantages of verbal mediation (for example, difficulties in forming verbal generalizations and in nominating objects);
• deficiencies in the development of voluntary movements (lag, slowness, difficulties in coordination);
• slow pace of mental development in general;
• increased fatigue, high exhaustion

Taking into account the special educational needs of children with disabilities, special educational conditions are created.

Special educational conditions and special educational needs: concept, structure, general characteristics

Special educational needs are the needs for the conditions necessary for the optimal implementation of the cognitive, energetic and emotional-volitional capabilities of a child with disabilities during the learning process.

• Cognitive (cognitive sphere) components are mastery of mental operations, the capabilities of perception and memory (imprinting and storing perceived information), active and passive vocabulary and accumulated knowledge and ideas about the world around us.
• Energy components - mental activity and performance.
• The emotional-volitional sphere is the direction of the child’s activity, his cognitive motivation, as well as the ability to concentrate and maintain attention.

Special educational conditions, requirements for the content and pace of pedagogical work necessary for all children with disabilities:

1. medical (therapeutic and preventive) care;
2. preparing children to master the school curriculum through propaedeutic classes (i.e. developing the necessary knowledge in them)
3. developing their cognitive motivation and positive attitude towards learning;
4. slow pace of presentation of new knowledge;
5. a smaller volume of “portions” of the knowledge presented, as well as all instructions and statements of teachers, taking into account the fact that they have less volume of memorized information;
6. the use of the most effective teaching methods (including increased visibility in its various forms, the inclusion of practical activities, the use of a problem-based approach at an accessible level);
7. organizing classes in such a way as to avoid tiring children;
8. maximum limitation of stimulation extraneous to the educational process;
9. monitoring children’s understanding of everything, especially verbal, educational material;
10. the learning situation should be built taking into account the child’s sensory capabilities, which means optimal lighting of the workplace, the presence of sound-amplifying equipment, etc.

Characteristics of the special educational needs of children with visual impairments

• totally blind or children with absolute blindness
• children with light perception
• children with residual vision or practical blindness
• children with progressive diseases with a narrowing of the visual field (up to 10-15 °) with visual acuity up to 0.08.

In recent years, the category of children with visual impairments who need special support, along with the blind and visually impaired, has included children with:

• amblyopia (persistent decrease in visual acuity without an obvious anatomical cause);
• myopia
• hypermetropia,
• astigmatism (decreased refractive optical system of the eye);
• strabismus (impaired conjugal eye movement).
• difficulties in determining the color, shape, size of objects,
• the formation of unclear, incomplete or inadequate visual images,
• the need for skills of various kinds of spatial orientation (on one’s body, work surface, micro- and macrospace, etc.), the development of eye-hand coordination, fine and gross motor skills,
• low level of development of visual-motor coordination,
• poor memorization of letters by students,
• difficulties in distinguishing the configuration of letters, numbers and their elements that are similar in spelling,
• the need for the development of writing and reading skills, including on the basis of Braille and the use of appropriate technical means of writing, in the use of appropriate computer programs,
• difficulties in carrying out mental operations (analysis, synthesis, comparison, generalization),
• the need for special development of cognitive, intellectual activity based on intact analyzers.
• a special need for mastering a wide range of practical skills that are formed spontaneously among sighted peers, based on visual perception
• the need for the formation of a number of social and communication skills, in the development of the emotional sphere in conditions of limited visual perception.
• computer programs

Characteristics of the special educational needs of children with hearing loss

Deaf children do not perceive speech at a conversational volume and without special training they do not develop oral speech. For deaf children, the use of a hearing aid or cochlear implant is essential to their development. However, even with hearing aids or cochlear implants, they experience difficulty perceiving and understanding the speech of others.

Hearing-impaired children have varying degrees of hearing impairment - from minor difficulties in perceiving whispered speech to a sharp limitation in the ability to perceive speech at conversational volume. Hearing-impaired children can independently, at least to a minimal extent, accumulate vocabulary and master oral speech. The need and procedure for using hearing aids are determined by specialists (audiologist and teacher of the deaf). For the full development of hard of hearing children, as well as deaf children, special correctional and developmental classes with a teacher of the deaf are required.

Deaf and hard of hearing people, depending on their capabilities, perceive the speech of others in three ways: auditory, visual, auditory-visual. The main way of perceiving oral speech for children with impaired hearing is auditory-visual, when the child sees the face, cheeks, lips of the speaker and at the same time “hears” him using hearing aids/cochlear implants

Deaf/hard of hearing people do not always successfully perceive and understand the speech of their interlocutor for the following reasons:

• external – features of the anatomical structure of the speaker’s organs of articulation (narrow or inactive lips when speaking, peculiarities of the bite, etc.), camouflage of the lips (mustache, beard, bright lipstick, etc.), specifics of speech production (fuzzy, rapid speech, etc.); the speaker’s disposition towards the deaf/hard of hearing child; the number of people included in the conversation; acoustic environment, etc.;
• internal – the presence of unfamiliar words in the interlocutor’s statements; “hearing capabilities” of the child (malfunction of the hearing aid; incomplete “hearing”, large rooms (weak reflection of sounds from the walls)); temporary inattention (slight distraction, fatigue) and limited everyday and social experience of a child with impaired hearing (lack of awareness of the general context/topic of the conversation and the impact of this on understanding the message), etc.

Students who are deaf/hard of hearing may have the following key characteristics: speech development:

• at the production level - pronunciation disorders; insufficient assimilation of the sound composition of a word, which manifests itself in errors when pronouncing and writing words;
• at the lexical level – limited vocabulary, inaccurate understanding and incorrect use of words, often associated with incomplete mastery of contextual meaning;
• at the grammatical level - shortcomings in the grammatical structure of speech, features in the assimilation and reproduction of speech (grammatical) structures;
• at the syntactic level – difficulties in perceiving sentences with non-traditional/inverted word/phrase order and limited understanding of the text being read.

Among the most significant for the organization of the educational process are The following features are distinguished:

• reduced attention span, low rate of switching, less stability, difficulties in its distribution;
• the predominance of figurative memory over verbal, the predominance of mechanical memorization over meaningful;
• the prevalence of visual forms of thinking over conceptual ones, the dependence of the development of verbal-logical thinking on the degree of development of the student’s speech;
• misunderstanding and difficulties in differentiating the emotional manifestations of others, impoverishment of emotional manifestations;
• the presence of a complex of negative states - self-doubt, fear, hypertrophied dependence on a close adult, inflated self-esteem, aggression;
• prioritizing communication with the teacher and limiting interaction with classmates.

The basic special educational needs of a child with hearing loss include:

• the need for training in auditory-visual perception of speech, in the use of various types of communication;
• the need for the development and use of auditory perception in various communicative situations;
• the need for the development of all aspects of all aspects and types of verbal speech (oral, written);
• the need to develop social competence

Characteristics of the special educational needs of children with musculoskeletal disorders

From a psychological and pedagogical point of view, children with NODA can be divided into two categories, which require different types of correctional and pedagogical work.

The first category (with a neurological nature of movement disorders) includes children in whom NODA is caused by organic damage to the motor parts of the central nervous system. The majority of children in this group are children with cerebral palsy (CP) - 89% of the total number of children with ICD. It is this category of children that is the most studied in clinical and psychological-pedagogical aspects and makes up the overwhelming number in educational organizations. Since movement disorders in cerebral palsy are combined with deviations in the development of the cognitive, speech and personal spheres, along with psychological, pedagogical and speech therapy correction, the majority of children in this category also need medical and social assistance. In a special educational organization, many children in this category show positive developmental dynamics.

The second category (with an orthopedic nature of movement disorders) includes children with predominant damage to the musculoskeletal system of a non-neurological nature. Typically, these children do not have significant intellectual development disorders. In some children, the overall rate of mental development is somewhat slowed down and individual cortical functions, especially visual-spatial representations, may be partially impaired. Children in this category need psychological support against the background of systematic orthopedic treatment and adherence to a gentle individual motor regimen.

With all the variety of congenital and early acquired diseases and injuries of the musculoskeletal system, most of these children experience similar problems. The leading one in the clinical picture is a motor defect (delayed formation, impairment or loss of motor functions).

With severe motor impairment, the child does not master walking skills and manipulative activities. He cannot take care of himself.

With moderate movement disorders, children master walking, but walk unsteadily, often with the help of special devices. They are unable to move around the city or use public transport on their own. Their self-care skills are not fully developed due to violations of manipulative functions.

With mild motor impairment, children walk independently, confidently both indoors and outside. They can travel independently on public transport. They fully serve themselves, their manipulative activities are quite developed. However, children may experience abnormal pathological postures and positions, gait disturbances, and their movements are insufficiently dexterous and slow. Muscle strength is reduced, there are deficiencies in the functionality of the hands and fingers (fine motor skills).

Cerebral palsy is a polyetiological neurological disease that occurs as a result of early organic damage to the central nervous system, which often leads to disability, occurs under the influence of adverse factors affecting the prenatal period, at the time of birth or in the first year of life

The greatest significance in the occurrence of cerebral palsy is given to the combination of brain damage in the prenatal period and at the time of birth.

The leading clinical picture of cerebral palsy is movement disorders, which are often combined with mental and speech disorders, dysfunctions of other analytical systems (vision, hearing, deep sensitivity), and convulsive seizures. Cerebral palsy is not a progressive disease. The severity of movement disorders varies over a wide range, where at one pole there are severe movement disorders, at the other - minimal ones. Mental and speech disorders have varying degrees of severity, and a whole range of different combinations can be observed.

The structure of cognitive impairment in cerebral palsy has a number of specific features:

• uneven, disharmonious nature of violations of individual mental functions;
• severity of asthenic manifestations (increased fatigue, exhaustion of all neuropsychic processes);
• reduced stock of knowledge and ideas about the world around us.

Children with cerebral palsy do not know many phenomena of the surrounding objective world and the social sphere, and most often have ideas only about what happened in their practical experience. This is due to forced isolation, limited contact with peers and adults due to prolonged immobility or difficulties in movement; difficulties in cognition of the surrounding world in the process of subject-related practical activity associated with manifestations of motor and sensory disorders.

• About 25% of children have visual anomalies
• 20-25% of children experience hearing loss
• In all forms of cerebral palsy, there is a profound delay and disturbance in the development of the kinesthetic analyzer (tactile and muscular-articular sense)
• The immaturity of higher cortical functions is an important element in cognitive impairment in cerebral palsy
• Mental development in cerebral palsy is characterized by the severity of psychoorganic manifestations - slowness, exhaustion of mental processes. Difficulties in switching to other activities, lack of concentration, slowness of perception, and decreased mechanical memory are noted.
• A large number of children are characterized by low cognitive activity, manifested in decreased interest in tasks, poor concentration, slowness and reduced switchability of mental processes.
• In terms of intelligence, children with cerebral palsy represent an extremely heterogeneous group: some have normal or close to normal intelligence, others have mental retardation, and some children have varying degrees of mental retardation.
• The main disorder of cognitive activity is mental retardation, associated both with early organic brain damage and with living conditions. Delayed mental development in cerebral palsy is most often characterized by favorable dynamics in the further mental development of children.
• In children with mental retardation, mental dysfunction is more often of a total nature. The insufficiency of higher forms of cognitive activity - abstract-logical thinking and higher, primarily gnostic, functions comes to the fore.

Children with cerebral palsy have impairments in personal development. Disturbances in personality formation in cerebral palsy are associated with the action of many factors (biological, psychological, social).

In addition to the reaction to the awareness of one's own inferiority, there is social deprivation and improper upbringing. There are three types of personality disorders in students with cerebral palsy:

• personal immaturity;
• asthenic manifestations;
• pseudoautistic manifestations.

In cerebral palsy, speech disorders occupy a significant place, the frequency of which is more than 85%.

• With cerebral palsy, the process of speech formation is not only slowed down, but also pathologically distorted.
• With cerebral palsy, there is a delay and disturbance in the formation of the lexical, grammatical and phonetic-phonemic aspects of speech.
• In all children with cerebral palsy, as a result of dysfunction of the articulatory apparatus, the phonetic side of speech is insufficiently developed, and the pronunciation of sounds is persistently impaired.
• With cerebral palsy, many children have impaired phonemic perception, which causes difficulties in sound analysis.
• Dysarthria is a violation of the pronunciation side of speech, caused by insufficient innervation of the speech muscles.
• The leading defects in dysarthria are disturbances in the sound-pronunciation aspect of speech and prosody (melodic-intonation and tempo-rhythmic characteristics of speech), disturbances in speech breathing, voice
• There are disturbances in the tone of articulatory muscles (tongue, lips, face, soft palate) such as spasticity, hypotension, dystonia; impaired mobility of articulatory muscles, hypersalivation, disturbances in the act of eating (chewing, swallowing), synkenesis, etc. Speech intelligibility in dysarthria is impaired, speech is blurred and unclear.
• With severe damage to the central nervous system, some children with cerebral palsy experience Anarthria is a complete or almost complete absence of speech in the presence of pronounced central speech-motor syndromes. Much less often, with damage to the left hemisphere (with right-sided hemiparesis), alalia is observed - absence or underdevelopment of speech due to organic damage to the speech zones of the cerebral cortex in the prenatal or early period of the child’s development. Some children with cerebral palsy may stutter.
• Almost all children with cerebral palsy have difficulty learning to read and write. Written speech disorders – dyslexia and dysgraphia - usually combined with underdevelopment of oral speech.
• The majority of children with cerebral palsy have multi-level, variable specific combinations of disorders in the development of motor, mental and speech functions. Many children are characterized by an uneven lag along all lines of development (motor, mental, speech), while for others it is uniform.
• All these developmental disorders complicate the education and social adaptation of children with cerebral palsy.

Opportunities for mastering academic education:

• Some children (with “purely” orthopedic pathology and some children with cerebral palsy) can master the general education school program.
• A significant part of children with cerebral motor pathology and mental retardation (with cerebral palsy and some children with orthopedic pathology) need correctional pedagogical work and special educational conditions; they can successfully study in a special (correctional) school of type VI.
• Children with mild mental retardation are educated under the program of a special (correctional) school of VIII type.
• For children with moderate mental retardation, it is possible to study according to an individual program in a rehabilitation center of the educational system or at home

Under special educational needs children with musculoskeletal disorders, we understand a set of medical, psychological and pedagogical measures that take into account the developmental features of these children at different age stages and aimed at their adaptation to the educational environment

The special educational needs of children with NODA are determined by the specifics of motor disorders, 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:

• the need for early detection of disorders and the earliest possible start of comprehensive support for the child’s development, taking into account the characteristics of psychophysical development;
• the need to regulate activities taking into account medical recommendations (compliance with the orthopedic regimen);
• the need for a special organization of the educational environment, characterized by the availability of educational and educational activities;
• the need to use special methods, techniques and means of training and education (including specialized computer and assistive technologies), ensuring the implementation of “workarounds” for development, education and training;
• the need for tutor services;
• the need for targeted assistance for the correction of motor, speech, cognitive and social-personal disorders;
• the need for individualization of the educational process, taking into account the structure of the disorder and the variability of manifestations;
• the need for the maximum expansion of the educational space - going beyond the boundaries of the educational organization, taking into account the psychophysical characteristics of children of this category.
• These educational needs have features of manifestation at different age stages and depend on the severity of the motor pathology or its complication by deficiencies in sensory, speech or cognitive activity.
• At all stages of education of students with cerebral palsy, multidisciplinary interaction of all specialists carrying out psychological and pedagogical studies, participating in the design of an individual educational route, developing an adapted educational program, their implementation and adjusting the program as necessary, and analyzing the effectiveness of training should be ensured.

Characteristics of children's special educational needs
with mental retardation

Mental retardation (MDD) is a psychological and pedagogical definition for the most common deviation in psychophysical development among all children. ZPR refers to the “borderline” form of dysontogenesis and is expressed in a slow rate of maturation of various mental functions. These children do not have specific hearing, vision, musculoskeletal disorders, severe speech impairments, and they are not mentally retarded.

For the mental sphere of a child with mental retardation, a combination of deficient functions and intact functions is typical.

Partial (partial) deficiency of higher mental functions may be accompanied by infantile personality traits and behavior of the child. At the same time, in some cases the child’s ability to work suffers, in other cases – arbitrariness in organizing activities, and thirdly – ​​motivation for various types of cognitive activity.

Most of them have polymorphic clinical symptoms: immaturity of complex forms of behavior, purposeful activity against the background of rapid exhaustion, impaired performance, and encephalopathic disorders.

Features of children with mental retardation that must be taken into account in the educational process:

• immaturity of the emotional-volitional sphere, infantilism, lack of coordination of emotional processes;
• the predominance of gaming motives, maladaptive motives and interests;
• low level of activity in all areas of mental activity;
• a limited supply of general information and ideas about the world around us;
• decreased performance;
• increased exhaustion;
• instability of attention;
• limited vocabulary, especially active vocabulary, slower acquisition of grammatical structure of speech, difficulties in mastering written language;
• disorders of regulation, programming and control of activities, low self-control skills;
• lower level of perception development;
• lag in the development of all forms of thinking;
• insufficient productivity of voluntary memory, predominance of mechanical memory over abstract-logical memory, decrease in the volume of short-term and long-term memory

Preschoolers with mental retardation need to meet special educational needs needs:

• in stimulating cognitive activity as a means of forming sustainable cognitive motivation;
• in broadening one’s horizons, forming diverse concepts and ideas about the world around us;
• in the formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);
• in improving the prerequisites for intellectual activity (attention, visual, auditory, tactile perception, memory, etc.),
• in the formation, development of purposeful activities, functions of programming and control of one’s own activities;
• in the development of the personal sphere: development and strengthening of emotions, will, development of skills of voluntary behavior, volitional regulation of one’s actions, independence and responsibility for one’s own actions;
• in the development and development of means of communication, techniques of constructive communication and interaction (with family members, with peers, with adults), in the formation of skills of socially approved behavior, and the maximum expansion of social contacts;
• in strengthening the regulatory function of the word, forming the ability for speech generalization, in particular, in accompanying the actions performed with speech;
• in maintaining and strengthening somatic and mental health, maintaining performance, preventing exhaustion, psychophysical overload, and emotional breakdowns.

Characteristics of children's special educational needs
with mental retardation

To persons with mental development disorders(mentally retarded) include children, adolescents, and adults with a persistent, irreversible impairment of primarily the cognitive sphere, arising as a result of organic damage to the cerebral cortex, which is diffuse (spread out) in nature.

Specific feature of the defect with mental retardation there is a violation of higher mental functions - reflection and regulation of behavior and activity, which is expressed in the deformation of cognitive processes, in which the emotional-volitional sphere, motor skills, and the personality as a whole suffer. All this leads to disruption of the social adaptation of mentally retarded people in society.

In physical development children lag behind normally developing peers. This is reflected in lower height, weight, and chest volume. Many of them have poor posture, lack of plasticity, emotional expressiveness of movements that are poorly coordinated. Strength, speed and endurance in mentally retarded children are less developed than in normally developing children. It is quite difficult for mentally retarded schoolchildren to maintain a working position throughout the entire lesson; they get tired quickly. Children's performance in the classroom is reduced.

Mentally retarded children often enter school with undeveloped self-care skills, which significantly complicates their school adaptation.

Attention mentally retarded children characterized by a number of features: difficulty attracting, inability to engage in long-term active concentration, instability, quick and easy distractibility, absent-mindedness, low volume.

In class, such a child may seem like an attentive student, but at the same time he cannot hear the teacher’s explanations at all. In order to combat this phenomenon (pseudo-attention), during the explanation, the teacher should ask questions that reveal whether the students are following his train of thought, or offer to repeat what was just said.

Perception In mentally retarded children, it also has certain characteristics; its speed is noticeably reduced: in order to recognize an object or phenomenon, they need noticeably more time than their normally developing peers. This feature is important to take into account in the educational process: the teacher’s speech should be slow so that students have time to understand it; spend more time looking at objects, paintings, illustrations.

• The volume of perception is also reduced - the simultaneous perception of a group of objects. Such a narrowness of perception makes it difficult for students to master reading, work with multi-digit numbers, etc.

Perception is undifferentiated: in the surrounding space they are able to identify significantly fewer objects than their normally developing peers; they perceive them globally; they often see the shape of objects as simplified

Significantly disturbed spatial perception and orientation in space, which makes it difficult for them to master such academic subjects as mathematics, geography, history, etc.

Both voluntary and involuntary memorization suffer, and there are no significant differences between the productivity of voluntary and involuntary memorization.

They do not master the techniques of meaningful memorization on their own, so the task of shaping them falls on the teacher. Children's ideas stored in memory are much less distinct and dissected than those of their normally developing peers.

Knowledge about similar objects and phenomena obtained in verbal form is very rapidly forgotten. Images of similar objects are sharply similar to each other, and sometimes completely identified.

The majority of mentally retarded children have speech development disorders, and all components of speech suffer: vocabulary, grammatical structure, and sound pronunciation.

Violated thinking. Its main disadvantage is the weakness of generalizations. Often in generalization, features that are externally similar in terms of temporal and spatial stimuli are used - this is a generalization by situational proximity. Generalizations are very broad, not differentiated.

In order to form correct generalizations in them, it is necessary to slow down all unnecessary connections that “mask” and make it difficult to recognize the general, and to highlight as much as possible the system of connections that lies at the core. It is especially difficult for preschoolers to change the principle of generalization once identified; for example, if the classification was carried out taking into account color, then it is difficult for students to switch to another classification - according to shape.

• Inferiority of thought processes - analysis, synthesis, abstraction, comparison.
• The thinking of mentally retarded children is characterized by inertia and stiffness.
• Preschoolers with intellectual disabilities are not critical enough of the results of their work and often do not notice obvious mistakes. They have no desire to check their work.
• There is a violation of the relationship between goal and action, as a result of which the process of performing actions becomes formal, not designed to obtain really significant results. Often children replace or simplify the goal and are guided by their task. When completing tasks, students often find it difficult to switch from one activity to another.
• Such children are not sufficiently critical of the results obtained in the process of activity (they do not correlate the results with the requirements of the task in order to verify their correctness, they do not pay attention to the content and real significance of the results).

Emotional sphere mentally retarded preschoolers are characterized by immaturity and underdevelopment.

• Children's emotions are not sufficiently differentiated: experiences are primitive, polar (children experience pleasure or displeasure, but differentiated, subtle shades of experiences are almost not observed).
• Reactions are often inadequate, disproportionate in their dynamics to the influences of the surrounding world. Some students experience excessive strength and inertia of experiences that arise for unimportant reasons, stereotypicality and inertia of emotional experiences, while others experience excessive ease, superficiality of experiences of serious life events, rapid transitions from one mood to another.

In mentally retarded people volitional processes are disrupted:

• they are lacking initiative, cannot independently manage their activities, or subordinate them to a specific goal
• immediate, impulsive reactions to external impressions
• rash actions and deeds, inability to resist the will of another person, increased suggestibility extremely aggravate their behavioral manifestations and are aggravated due to age-related changes associated with the restructuring of the child’s body, especially in adolescence.

Under unfavorable living conditions, they easily have difficulties in behavior and in establishing morally acceptable relationships with others.

Special educational needs children with ID are determined by the peculiarities of psychophysical development.

• In teaching children with intellectual disabilities, the most important thing is ensuring accessibility content of educational material. Learning content must be tailored to suit the capabilities of these students. Thus, the volume and depth of the material being studied is significantly reduced, the amount of time required to master the topic (section) increases, and the pace of learning slows down. Preschoolers with intellectual disabilities are given a much smaller system of knowledge and skills than their typically developing peers; a number of concepts are not studied. At the same time, the knowledge, skills and abilities developed in pupils with intellectual disabilities should be quite sufficient to prepare them for independent life in society and mastering a profession.
• In teaching children of this category, they use specific methods and techniques, facilitating the assimilation of educational material. For example, complex concepts are studied by breaking them down into components and studying each component separately - the method of small portions. Complex activities are broken down into individual operations and training is carried out step by step.
• Widely used subject-practical activity, during which students can learn elementary abstract concepts.
• One of the important tasks of the teacher is the formation systems of accessible knowledge, skills and abilities. Only in some cases there may be no strict systematization in the presentation of educational material.
• Children with intellectual disabilities need constant control and specific assistance on the part of the teacher, in additional explanations and demonstration of ways and techniques of work, in a large number of training exercises while learning new material.
• It is important instilling interest in learning, developing positive motivation. At the time of entry into school, most children with intellectual disabilities are dominated by attributive interests, so one of the important tasks of the teacher is the development of cognitive interests.
• Targeted training for preschoolers methods of educational activities.
• The need for correction and development of mental processes, speech, fine and gross motor skills. This work should be carried out by specialists: a special teacher (oligophrenopedagogue), a special psychologist, a speech therapist, a physical therapy specialist.
• Targeted increase in the level of general and speech development by forming basic ideas about the world around us, expanding one’s horizons, enriching oral speech, learning to consistently express one’s thoughts, etc.
• Formation of knowledge and skills, promoting social adaptation: skills to use the services of consumer services, trade, communications, transport, medical care, life safety skills; skills in cooking, maintaining personal hygiene, planning a family budget; self-care skills, housekeeping, orientation in the immediate environment
• Mastering moral and ethical standards of behavior, mastering communication skills with other people.
• Labor and vocational training. Labor training is considered as a powerful means of correcting the impairments existing in children with intellectual disabilities. It is the basis for the moral education of this category of children, as well as an important means of their social adaptation.
• Creation psychologically comfortable environment for preschoolers with intellectual disabilities: an atmosphere of acceptance in a group, a situation of success in classes or other activities. It is important to think through the optimal organization of pupils’ work in order to avoid overwork.

Characteristics of children's special educational needs
with severe speech impairment

Severe speech impairment (SSD) – These are persistent specific deviations in the formation of components of the speech system (lexical and grammatical structure of speech, phonemic processes, sound pronunciation, prosodic organization of the sound flow), observed in children with intact hearing and normal intelligence. Severe speech disorders include alalia (motor and sensory), severe dysarthria, rhinolalia and stuttering, childhood aphasia, etc.

Oral speech in children with severe forms of speech pathology is characterized by a strict limitation of the active vocabulary, persistent agrammatisms, immaturity of coherent speech skills, and severe impairments in general speech intelligibility.

There are difficulties in the formation of not only oral, but also writing, and communicative activities.

All together, this creates unfavorable conditions for educational integration and socialization of the child’s personality in society.

• Optical-spatial gnosis is at a lower level of development and the degree of its impairment depends on the insufficiency of other processes of perception, especially spatial representations.
• However spatial disturbances characterized by a certain dynamism and tendency towards compensation.
• Developmental delay visual perception and visual object images in children with SLI it manifests itself mainly in poverty and weak differentiation of visual images, inertia and fragility of visual traces, as well as in an insufficiently strong and adequate connection between the word and the visual representation of the object.
• Attention children with TND is characterized by a lower level of voluntary attention, difficulties in planning one’s actions, in analyzing conditions, and in finding various ways and means to solve problems. Low level voluntary attention in children with severe speech impairments leads to an unformed or significant disruption of the structure of their activity and a decrease in its pace in the process of educational work.
• All types self-monitoring of activities(anticipatory, current and subsequent) may not be sufficiently formed and have a slow rate of formation.
• Volume visual memory students with STD are practically no different from the norm.
• Noticeably reduced auditory memory, memorization productivity, which are directly dependent on the level of speech development.
• Psychological and pedagogical classification includes two groups of speech disorders:
• 1) violation of means of communication: phonetic-phonemic underdevelopment (FFN) and general underdevelopment of speech (GSD);
• 2) violation in the use of means of communication (stuttering and a combination of stuttering with general underdevelopment of speech).
• Reading and writing disorders are considered in the structure of ONR and FFF as their systemic, delayed consequences, due to the immaturity of phonemic and morphological generalizations.

Clinical and pedagogical classification speech disorders is based on intersystem interactions of speech disorders with the material substrate, on a set of psycho-linguistic and clinical (etiopathogenetic) criteria.

In the clinical and pedagogical classification, disorders of oral and written speech are distinguished.

• Speech disorders are divided into two types:

1) phonation (external) design of the utterance (dysphonia /aphonia/, bradilalia, tachylalia, stuttering, dyslalia, rhinolalia, dysarthria),

2) structural-semantic (internal) design of the utterance (alalia, aphasia).

• Written language disorders are divided into two types: dyslexia and dysgraphia.

Objectives of special speech therapy assistance:

• comparative analysis of the results of primary diagnostics (level of speech development, individual manifestations of the structure of speech disorders, starting intellectual and speech abilities of the child) and the dynamics of development of speech processes;
• dynamic monitoring of achievements in the development of academic knowledge, skills and abilities of students;
• assessment of the formation of students’ ideas about the world around them, life competencies, communication and speech skills, and social activity.
• Children with SLI need special training in the basics of language analysis and synthesis, phonemic processes and sound pronunciation, and prosodic organization of the sound stream.
• The need to develop reading and writing skills.
• The need to develop spatial orientation skills.
• Students with special needs require a special individually differentiated approach to the development of educational skills.

Characteristics of children's special educational needs
with autism spectrum disorders

Autism Spectrum Disorders (ASD) belong to a group of developmental disorders characterized by widespread deviations in social interactions and communication, as well as narrow interests and apparently repetitive behavior.

ASDs include a number of conditions and are one of the most common and well-described groups of mental development disorders in children in the world; there has been an increase in the number of children with ASD.

The term “ASD” is currently most often used in the specialized literature (for example, 10-15 years ago in the specialized literature the terms “early childhood autism,” “autistic disorders,” etc.) were more often used, as it most fully reflects the high variability of possible disorders within childhood autism.

Autism spectrum disorders are caused by biological factors leading to the occurrence of brain dysfunctions and organic disorders (F. Appe, O. Bogdashina, etc.), while the causes of ASD are conventionally divided into groups:

• exogenous (affecting the child during the prenatal period, during childbirth and early development);
• genetically determined (both autosomal recessive and sex-linked).
• difficulties in social interaction, which manifest themselves in a significant limitation of the possibility of forming communication with other people.
• difficulty maintaining verbal interaction(for example, participation in a conversation, even with a sufficient and high level of speech development). Some children strive for verbal communication, but this conversation is mainly related to the child’s sphere of super-interests.
• Students with ASD tend to different levels of speech development. Some children have good speech and high literacy. Other children use short ungrammatical phrases and speech cliches to communicate.
• Some children are characterized by echolalia(as repeating what another person said immediately after or delayed). Some children with ASD exhibit mutism (15-20%).
• In the speech development of children with ASD, experts note prosody disorders(the child speaks in a monotonous or scanned manner, does not use interrogative intonations, etc.); pragmatics (correct use of speech, in particular the correct use of pronouns, verbs, etc.); semantics (conceptual side of speech).
• Specific characteristics of children with ASD include "hyperlexia" that is, a fairly early acquisition of reading without a sufficient understanding of the meaning of what was read..
• Typical for children with ASD asynchrony in mental development leads to the fact that the same child can demonstrate high abilities in mastering one academic discipline (for example, related to the child’s super interests), an average level of mastering another academic discipline and persistent failure in a third
• Common difficulties are difficulties understanding literary texts, understanding the plot lines of the story, even with very high reading technique.

Thus, features of social, sensory, speech and cognitive development lead to the need to create special conditions to ensure the effectiveness of school education for children with autism spectrum disorders.

Special educational needs include:

• the need for psychological and pedagogical support for a child with ASD in a preschool educational institution;
• the need to develop an adapted educational program;
• the need to implement a practice-oriented and social orientation in the training and education of preschoolers with ASD;
• the need to organize and implement correctional and developmental classes (with a defectologist, speech therapist, psychologist, social worker, etc.);
• the need to use additional tools that increase the effectiveness of teaching children with ASD;
• the need to determine the most effective model for implementing educational practice;
• the need to determine the forms and content of psychological and pedagogical support for the family;
• the need for dosing the training load, taking into account the pace and performance;
• the need for a particularly clear and ordered temporal-spatial structure of the educational environment that supports the child’s learning activities;
• the need for special development of forms of adequate educational behavior of the child, communication skills and interaction with the teacher.

First of all, the question arises: who, exactly, is this child with special needs? This is a child with disorders of psychological and/or physical development. Unfortunately, there are more and more such children every year.

These children, like everyone else, require care and love. What is the difference between raising an ordinary healthy child and a child with special needs? Almost everyone. They require a special approach.

Each child has his own perception of the world, his own thinking, his own character and his own abilities. If it is difficult for your child to learn something, do not get angry or yell at him - this can contribute to the development of feelings of inferiority and self-doubt, which will only worsen the situation and the child will refuse to learn altogether. It’s better to support him - tell him that if he tries, he will definitely succeed; that there is nothing wrong with what doesn’t work out; show him how to remember better, look for another way of learning. An example from life: a 7-year-old boy diagnosed with autism could not learn to count even on his fingers, but when the teacher put bagels on his fingers, the boy very quickly learned to count. Today he can cope quite easily without bagels.

All children learn best through play, and children with special needs even more so. Play with them as often as possible! Especially select games that develop their weakest abilities. For example, a child with a sensory processing disorder will especially benefit from playing:
- in a sandbox with sand and pebbles;
- with cubes made of different materials: smooth and rough, hard and soft, as well as dry and wet;
- listen to different music: children's songs and classics, fast and slow;
- play with colors and light: lanterns and lamps, sunbeams, kaleidoscope.
Nowadays, there is even a sensory room for such games, but at home it is not at all difficult to do the same, especially since the child will have better contact with his family than with specialists who are strangers to the child.

Very often, children with special needs exhibit behavioral disorders: they become aggressive, do not listen to adults, fight with peers, skip school, and in the worst case, take up smoking or drinking. Under no circumstances should you physically punish or put psychological pressure on a child! Only you, the parents, can provide full assistance to the child, but if you seem to be an enemy, the child will withdraw into himself, which complicates the rehabilitation process by 70%. Every bad behavior has a reason. Most often this is a protest or a cry for help. If your child begins to behave badly, think about whether everything is okay in your family? Perhaps you have quarrels in your family? Maybe one of the family members has problems? Are you paying enough attention to your child? And if everything is fine, just try to talk to the child and understand him. It is very difficult for such children. Because they understand that they are not like everyone else, many do not want to understand them, and it is very difficult for these children to live among other people - this is where problems arise with themselves, hatred of life and people. Help your baby, communicate with him more, explain everything to him and support him morally.

Families with children with special needs need to be patient and be sure to act together as a family - this is the most important psychological support. It is also very important for such families to constantly develop themselves, because you need to have a lot of knowledge in order to raise and develop a full-fledged, healthy child. For enlightenment, I advise you to read books such as: Vygotsky L.S. "Fundamentals of defectology", Kashchenko V.P. "Pedagogical correction", Puzanova B.P. "Correctional pedagogy: Fundamentals of teaching and raising children with developmental disabilities", Yun G. "Children with disabilities."

Both in Western and domestic modern studies devoted to relationships in families raising a special child, there is a tendency to go beyond the mother-child dyad, expand the circle of relatives included in the study, and study the family as a whole (for example: Tkacheva V.V. ., 2004; Hornby G., Seligman M., 1991; Vause G.C., Behl D., 1991; Trute V., 1991). This task turns out to be very difficult, since there is no convenient theoretical basis and set of concepts for its implementation.

A family raising a child with special needs became the object of study by specialists in related fields (psychiatrists, psychologists, speech pathologists) relatively recently, in the 2nd half of the 20th century. At the same time, the family is studied, on the one hand, as requiring psychological help in itself due to the stress caused by the appearance of a special child in the family. On the other hand, a special family is considered as an environment in which a special child grows and develops, helping or hindering his adaptation and socialization. The close connection between these two approaches is not always recognized by researchers themselves. However, it is obvious that only in a psychologically prosperous family can a special child receive what he needs to enter society and further lead as full a life as possible.

When studying the family of a special child, in our opinion, it is also important to take into account the fact of mutual influence of members of any family on each other. This condition is almost not taken into account by modern researchers, but has long been obvious to systemic family therapists and fundamental in the theoretical basis of this therapeutic approach. Family members are elements of one system, and if one member changes, all the others also undergo changes, in turn influencing the first one back. When a child appears in a family, the family changes. If a special child appears in a family, the family changes even more; the daily life of family members, their psychological state, their contacts with the external environment, etc. change. They are no longer equal to their former selves and, based on this new status, treat the child differently than if he were healthy. It is these ideas that were brought into family psychology by systemic family theory. Circularity is its main methodological principle.

The third, also important question is the question of the “specialness” of families with a special child. Why do we even think that these families are any different? And to what extent are they different from other families? From the point of view of systemic family theory, the birth of any child is a stress that forces the family system to change in order to overcome it. The birth of a special child is more stressful, since the shock of the diagnosis, additional worries about caring for the child, a feeling of shame in front of society, guilt, the need for additional material support, etc. are added to the usual changes. Often, long-term stress leads to disruption of family relationships, mental and psychosomatic disorders of family members, possibly to a partial loss of family functions - all that is called dysfunction in systemic family psychotherapy.

However, even such stress can be overcome; dysfunctional dynamics are not necessary. Of course, a special child requires more attention and care; it is possible that a different, more nurturing parental position is better suited for his development than for a healthy child. Therefore, research results indicating overprotection on the part of parents are no more than stating a fact, but are not yet evidence of the presence of a disorder in the family. It is difficult to judge the boundaries of acceptable overprotection in a quantitative normative manner.

Systemic family therapy, which appeared as a therapeutic direction in the 50s of the 20th century. brought to the understanding of the problems of a family with a special child exactly what researchers lacked: a convenient methodological apparatus and a holistic systemic view, based on the systems theory of L. von Bertalanffy (1973). One of the most complete works on families with special needs children from the point of view of the theory of systemic family therapy was written back in 1989 by Milton Seligman and Rosalyn Benjamin Darling. This book summarizes the entire experience of theoretical approaches and empirical studies of families with special children in 1989 in the United States. Following its authors, we will consider the basic concepts of systemic family theory in connection with a family raising a child with developmental disabilities.

BASIC CONCEPTS OF SYSTEMIC FAMILY PSYCHOTHERAPY AND THEIR APPLICATION TO FAMILIES WITH SPECIAL CHILD

The main aspects of family consideration in systemic family theory are family structure and family interaction.

Family structure is described by such concepts as family composition, cultural style and ideological style.
Features of the family composition, such as the presence of distant relatives who may not live in the same apartment with the family; single parent family; families with an unemployed breadwinner; families where one of the members has an addiction to alcohol or drugs, or mental illness; families whose values ​​have long been influenced by a deceased family member can all influence how well the family copes with the challenges of having a special needs child. There is little research to support this. For example, one study of family stress suggests that larger families are more likely to experience stress (TruteB., 1991).

Cultural beliefs are perhaps the most static component of a family structure and can play an important role in shaping its ideology, interaction patterns, and functioning priorities. Cultural style may be influenced by ethnic, racial, or religious factors, as well as socioeconomic status. Citing research by Schorr-Ribera (1987), the authors argue that culturally-based beliefs can influence how a family adapts to a child with special needs, as well as the use or non-use of professional and institutional services and the level of trust in them. .

Ideological style is based on family beliefs, values, and coping behaviors, and is also influenced by cultural beliefs. For example, in a Jewish family, intellectual development is highly valued, serving as a tool for achieving high social status and overcoming discrimination. Therefore, going to college in such a family is very desirable. In contrast, in the Italian family the highest value is closeness and affection among family members, so going to college is a threat to integrity and cohesion. Although a family's reaction to the arrival of a special child may be driven by ideological style, the reverse may also be true, that is, that the arrival of a special child will change the family's values. When a special needs child is born, the family must not only react to the event, but also confront their beliefs about people with special needs. The occurrence of a birth defect does not depend on race, subculture and socioeconomic status, so a special child can appear in a dogmatic family with prejudices. In this case, the family must face the question of what the child really means to the family members. In addition, family members should clarify their beliefs regarding minorities, including persons with special needs. The birth of a special child in this case becomes a double shock for the family.

Ideological style influences coping mechanisms in the family. Coping is understood as any response organized to reduce stress levels. Coping can guide a family toward changing a situation or changing the perceived meaning of a situation. Insight into potentially dysfunctional coping strategies comes from Houser's (1987) landmark study showing that fathers of adolescents with mental retardation, compared with a control group of fathers of nondisabled children, exhibited greater withdrawal and avoidance behaviors to cope with anxiety. Authors McCubbin and Patterson divide coping styles into interval and external strategies.

Interval include passive assessment (the problem will resolve itself after some time) and reframing (change in attitude, attitude to live constructively in the current situation), external include social support (the opportunity to use family and non-family resources), spiritual support (the use of spiritual explanations, advice from a priest) and formal support (use of community and professional resources).

Family interaction is not limited to the idea of ​​mutual influence of family members on each other. The authors examine four aspects of family interaction: subsystems, cohesion, adaptation and communication.

There are four subsystems in a family: marital, parental (parent and child), sibling subsystem, extra-family (extended family, friends, specialists, etc.). The specific structure of the subsystems is determined by the structural characteristics of the family and the current stage of the family life cycle. Professionals must be careful when tampering with a subsystem. An intervention designed to enhance the bond between a mother and her special needs child may have consequences for her relationship with her spouse and other children. Strategies must be defined taking into account the context of other subsystems, so that solving some problems does not lead to the emergence of others. Perhaps such difficulties can be minimized by including other members rather than excluding them when problems arise and by discussing in advance the purpose and expected outcome of a particular intervention.
Olson's circular model played an important role in describing family structure and interaction. According to the model, the family system can be described by two main parameters: cohesion and adaptation. Both scales are continuums, each of which is divided into 4 levels. For cohesion these are: disconnected, separate, connected, linked levels. For adaptation: rigid, structural, flexible, chaotic. The central levels are considered more adequate, while the extreme levels are considered problematic. Families at the central levels on both dimensions are also considered to function effectively and have a balanced structure. Families that are at the extreme level according to one parameter are averagely balanced and are at risk of problems. If a family belongs to extreme levels on both scales, it is an unbalanced family in which the likelihood of dysfunction is very high (Chernikov A., 2001).

Special educational needs is a term that has recently appeared in modern society. It came into widespread use abroad earlier. The emergence and spread of the concept of special educational needs (SEN) suggests that society is gradually maturing and trying in every possible way to help children whose life opportunities are limited, as well as those who, due to circumstances, find themselves in a difficult life situation. Society begins to help such children adapt in life.

A child with special educational needs is no longer one who exhibits anomalies and developmental disorders. Society is moving away from dividing children into “normal” and “abnormal”, since there are very illusory boundaries between these concepts. Even with the most ordinary abilities, a child may experience developmental delays if he is not given due attention from parents and society.

The essence of the concept of children with special needs

Special educational needs is a concept that should gradually displace terms such as “abnormal development”, “developmental disorders”, “developmental deviations” from popular use. It does not define the normality of the child, but focuses on the fact that he is not particularly different from other members of society, but has the need to create special conditions for his education. This will make his life more comfortable and as close as possible to the one led by ordinary people. In particular, the education of such children should be carried out using specific means.

Note that “children with special educational needs” is not only a name for those who suffer from mental and physical disabilities, but also for those who do not. For example, when the need for special education arises under the influence of any sociocultural factors.

Borrowing a term

Special educational needs is a concept that was first used in a London report in 1978 on the difficulties of educating disabled children. Gradually it began to be used more and more often. Currently, this term has become part of the educational system in European countries. It is also widely distributed in the USA and Canada.

In Russia, the concept appeared later, but it cannot be argued that its meaning is just a copy of the Western term.

Groups of children with special needs

Modern science divides the contingent of children with SEN into three groups:

• with characteristic disabilities due to health conditions;
• facing learning difficulties;
• living in unfavorable conditions.

That is, in modern defectology, the term has the following meaning: special educational needs are the conditions for the development of a child who requires workarounds in order to achieve those cultural development tasks that, under normal conditions, are carried out in standard ways rooted in modern culture.

Categories of children with mental and physical developmental characteristics

Each child with SEN has its own characteristics. On this basis, children can be divided into the following groups:

• characterized by hearing impairment (complete or partial lack of hearing);
• with problematic vision (complete or partial absence of vision);
• with intellectual anomalies (those with;
• who have speech impairment;
• having problems with the musculoskeletal system;
• with a complex structure of disorders (deaf-blind, etc.);
• autistics;
• children with emotional-volitional disorders.

OOP common to various categories of children

Experts identify OOPs that are common to children, despite the differences in their problems. These include the following needs:

• Education of children with special educational needs should begin as soon as disturbances in normal development are identified. This will allow you not to waste time and achieve maximum results.
• The use of specific tools for training.
• Special sections that are not present in the standard school curriculum should be introduced into the curriculum.
• Differentiation and individualization of learning.
• The opportunity to maximize the educational process beyond the boundaries of the institution.
• Extending the learning process after graduation. Providing opportunities for young people to go to university.
• Participation of qualified specialists (doctors, psychologists, etc.) in the education of children with problems, involvement of parents in the educational process.

Common deficiencies observed in the development of children with special education needs

Students with special educational needs have common characteristic deficiencies. These include:

• Lack of knowledge about the environment, narrow outlook.
• Problems with gross and fine motor skills.
• Slow development of speech.
• Difficulty in voluntary regulation of behavior.
• Lack of communication.
• Problems with
• Pessimism.
• Inability to behave in society and control one’s own behavior.
• Low or too high self-esteem.
• Lack of self-confidence.
• Complete or partial dependence on others.

Actions aimed at overcoming the common disadvantages of children with special needs

Working with children with special educational needs aims to eliminate these common deficiencies using specific methods. To achieve this, some changes are being made to the standard general education subjects of the school curriculum. For example, the introduction of propaedeutic courses, that is, introductory, concise, facilitating the child’s understanding. This method helps restore missing segments of knowledge about the environment. Additional subjects may be introduced to help improve gross and fine motor skills: physical therapy, creative clubs, modeling. In addition, all kinds of training can be conducted to help children with special needs understand themselves as full-fledged members of society, increase self-esteem and gain confidence in themselves and their abilities.

Specific deficiencies characteristic of the development of children with special education needs

Working with children with special educational needs, in addition to solving general problems, should also include solving issues that arise as a result of their specific disabilities. This is an important nuance of educational work. Specific deficiencies include those caused by damage to the nervous system. For example, problems with hearing and vision.

The methodology for teaching children with special educational needs takes these shortcomings into account when developing programs and plans. In the training program, specialists include specific subjects that are not included in the regular school education system. Thus, children with vision problems are additionally taught spatial orientation, and if they have hearing impairments, they are helped to develop residual hearing. The program for their training also includes lessons on the formation of oral speech.

Objectives of teaching children with special needs

• Organizing the educational system in such a way as to maximize children’s desire to explore the world, develop practical knowledge and skills, and broaden their horizons.
• children with special educational needs in order to identify and develop the abilities and inclinations of students.
• Encouragement to act independently and make your own decisions.
• Formation and activation of cognitive activity in students.
• Laying the foundations of a scientific worldview.
• Ensuring the comprehensive development of a self-sufficient personality that could adapt to the existing society.

Training functions

Individual education for children with special educational needs is designed to fulfill the following functions:

• Developmental. This function assumes that the learning process is aimed at developing a full-fledged personality, which is facilitated by children acquiring relevant knowledge, skills and abilities.
• Educational. No less important function. The education of children with special educational needs contributes to the formation of their basic knowledge, which will form the basis of the information fund. There is also an objective need to develop practical skills in them that will help them in the future and significantly simplify their lives.
• Educational. The function is aimed at the formation of comprehensive and harmonious development of the individual. For this purpose, students are taught literature, art, history, and physical education.
• Correctional. This function involves influencing children through special methods and techniques that stimulate cognitive abilities.

Structure of the correctional pedagogical process

The development of children with special educational needs includes the following components:

• Diagnostic and monitoring. Diagnostic work is one of the most important when teaching children with special education needs. She plays a leading role in the correction process. It is an indicator of the effectiveness of all activities for the development of children with special needs. It involves researching the characteristics and needs of each student who needs help. Based on this, a program is developed, group or individual. Also of great importance is the study of the dynamics with which a child develops while studying in a special school according to a special program, and an assessment of the effectiveness of the educational plan.
• Physical education and health. Since the majority of children with SEN have deviations in physical development, this component of the student development process is extremely important. It includes physical therapy classes for children, which helps them learn to control their body in space, practice precise movements, and bring some actions to automatism.

• Educational and educational. This component contributes to the formation of comprehensively developed individuals. As a result, children with SEN, who until recently could not exist normally in the world, become harmoniously developed. In addition, in the learning process, much attention is paid to the process of educating full-fledged members of modern society.
• Correctional and developmental. This component is aimed at developing a full-fledged personality. It is based on the organized activities of children with special needs, aimed at obtaining the knowledge necessary for a full life and assimilating historical experience. That is, the learning process should be based in such a way as to maximize the desire for knowledge of students. This will help them catch up in development with their peers who do not have developmental disabilities.
• Social and pedagogical. It is this component that completes the formation of a full-fledged personality, ready for independent existence in modern society.

The need for individual education of a child with special education needs

For children with special needs, two groups can be used: collective and individual. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions have been created for such children. When interacting with peers, a child with developmental problems begins to actively develop and in some cases achieves greater results than some absolutely healthy children. At the same time, an individual form of education is necessary for a child in the following situations:

• It is characterized by the presence of multiple developmental disorders. For example, in the case of severe mental retardation or when teaching children with simultaneous hearing and vision impairments.
• When a child has specific developmental abnormalities.
• Age characteristics. Individual training at an early age gives good results.
• When teaching a child at home.

However, in fact, it is extremely undesirable for children with SEN, as this leads to the formation of a closed and insecure personality. In the future, this entails problems in communicating with peers and other people. With collective learning, most children develop communicative abilities. As a result, full-fledged members of society are formed.

Thus, the emergence of the term “special educational needs” indicates the maturation of our society. Since this concept transfers a child with disabilities and developmental anomalies into the category of normal, full-fledged individuals. Education of children with special needs education is aimed at broadening their horizons and forming their own opinions, teaching them the skills and abilities that they need to lead a normal and fulfilling life in modern society.

In fact, special educational needs are those needs that differ from those offered to all children in mainstream schools. The wider the possibilities for satisfying them, the higher the child’s chance of receiving the maximum level of development and the support he needs at the difficult stage of growing up.

The quality of the education system for children with special education needs is determined by an individual approach to each student, since each “special” child is characterized by the presence of his own problem, which prevents him from leading a full life. Moreover, this problem can often be solved, although not completely.

The main goal of educating children with special needs education is to introduce previously isolated individuals into society, as well as to achieve the maximum level of education and development for each child classified in this category, and to activate his desire to understand the world around him. It is extremely important to form and develop them into full-fledged individuals who will become an integral part of the new society.