What is the attitude of people around children with disabilities? Most adults regard them as “poor and unhappy,” and the children's community rejects them as “abnormal.” Very rarely, a special child meets interest from other people, a desire to make friends.
Learning is even worse. Not every school is ready to educate a child with special educational needs. So far, inclusion - training children with disabilities in a mass comprehensive school - remains only the dream of parents of special children.
The fate of many of these children is studying in correctional schools, which are not always located near the house, and often in another city. Therefore, most often they have to live in a boarding school type.
Currently, the types of correctional schools are determined taking into account the primary defect of students. Each of the eight types of educational institutions for children with special educational needs has its own specifics.
A special correctional educational institution of the first kind takes in its walls inaudible children. The task of teachers is to teach a deaf child to communicate with others, to master several types of speech: oral, written, dactyl, gestural. The curriculum includes courses aimed at compensating for hearing through the use of amplifying equipment, pronunciation correction, social orientation and others.
Similar work is carried out by a correctional school of 2 types, but only for hearing-impaired or late-deaf children. It is aimed at restoring lost auditory abilities, organizing active speech practice, and teaching communicative skills.
The first and second types of correctional schools carry out the educational process at three levels of general education. However, deaf students need two years more to master the primary school curriculum.
The third and fourth types of correctional schools are designed for children with visual impairment. Teachers of these special educational institutions organize the process of training and education in such a way as to preserve other analyzers, develop corrective-compensatory skills, and ensure the social adaptation of children in society.
Blind children, as well as children with visual acuity from 0.04 to 0.08 with complex defects leading to blindness, are sent to a correctional school of 3 types. In an educational institution of 4 types, children with visual acuity from 0.05 to 0.4 are accepted with the possibility of correction. The specificity of the defect involves training using tiflooborudovaniya, as well as special didactic materials to absorb the incoming information.
A special correctional institution of type 5 is intended for children with a general speech underdevelopment, as well as severe speech pathology. The main goal of the school is the correction of a speech defect. The entire educational process is organized in such a way that children have the opportunity to develop speech skills throughout the day. When eliminating a speech defect, parents have the right to transfer the child to a regular school.
Children with a violation of the musculoskeletal system can study in a correctional school of 6 types. In the correctional institution, restoration of motor functions, their development, and correction of secondary defects are carried out. Particular attention is paid to the social and labor adaptation of students.
A correctional school of the 7th type accepts children with a mental retardation, and with opportunities for intellectual development. The school carries out correction of mental development, the development of cognitive activity and the formation of learning activities. According to the results of training in elementary school, pupils can be transferred to a comprehensive school.
A correctional school of type 8 is needed for children with mental retardation to study under a special program. The purpose of the training is socio-psychological rehabilitation and the possibility of integrating the child into society. In such schools there are classes with advanced labor training.
Almost all of the listed types of correctional schools have been educating children for twelve years, they have specialists in their staff, speech therapists, speech therapists, and psychologists.
It goes without saying that children who have studied at a boarding school for so many years have certain difficulties in social orientation. A large role in the integration of special children in society belongs not only to correctional schools, but also to parents. A family fighting for their child will certainly be able to help him adapt to the world around him.