Concept	Essence
The concept of social rehabilitation of a person with peculiarities of psychophysical development (late 19th - early 20th century)	The idea of ​​human social utility; idea of ​​value special education(introduction to work through correction and compensation of the defect)
The idea of ​​racial biology (racial hygiene)	The futility of supporting persons with special needs of psychophysical development, sterilization and physical destruction of “inferior” people
Paternalistic concept	Priority of the interests of society over the interests of the individual; “second-rate” and low-quality people with special needs of psychophysical development; organization of training in individual educational institutions; weak social and professional protection of disabled people; formation of dependent attitudes among people with limited ability to work
Modern concept of social rehabilitation of persons with OPFR	Priority of individual interests over the interests of society; independent lifestyle of the individual

At the present stage, the leading directions new coupledigms defectology are:

humanization- the goal of special education is to make the life of a person with special needs of psychophysical development full and worthy (inclusion in social relations, support for the formation of individuality, etc.);

fundamentalization - philosophical-categorical analysis, rethinking and clarification of the general parameters and differences of the norm

and pathologies;

integration- forms of joint education and upbringing of children with special needs of psychophysical development with their healthy

peers.

Thus, we can draw a conclusion about the historical, cultural and economic determinism of the sociocultural foundations of defectology. Modern stage The development of defectology science is closely related to the processes of integration of persons with special needs into society.

1.1.4. Basic categorical apparatus of defectology

Table 1.2

Basic terms of defectology

Term Correction

Compensation

Adaptation

Rehabilitation

Habilitation

Socialization

Definition

A system of psychological, pedagogical and medical-social measures aimed at correcting or reducing physical and (or) mental disorders

Compensation to one degree or another for unimpaired, impaired or lost functions and condition m due to restructuring or increased use of preserved functions

Adaptation of a person as an individual to existence in society in accordance with the requirements of this society and his own needs, motives and interests

Restoration of impaired body functions and ability to work, achieved by using a complex of medical, pedagogical and social measures. Initial formation of impaired ability to do something (applies to children early age with features of psychophysical development) A two-way process that involves the formation of an individual’s abilities to function in society on the basis of the assimilation of social norms and methods social behavior, as well as active reproduction of the system of social connections by the individual

The concept of correction is central in defectology science. The entire history of special (correctional) pedagogy can be presented as the history of the development of the theory and practice of correctional work. The correctional systems and concepts of Eduard Segep (1812-1880), Maria Montessori (1870 1!)G)2), OnpdaDecroli (1871-1933), L.S. are widely known. Vygotsky (1896-1934), L.II. Graborov (1885-1949) and others.

Correction can be both direct and indirect. In this regard, it is customary to distinguish direct correctiontion(direct use of special teaching materials and influence techniques) and indirect(the entire learning process has a corrective value; the main ways are to clarify and correct existing experience and form new ones).

The implementation of corrective action requires the use of a variety of means. All correction means conditionally can be divided into traditional(play, study, work, extracurricular work, socially useful activities, regimen, treatment and preventive measures) and non-traditional(alternative: sensory and psychomotor training, legoteca (Lego games with constructive content), aromatherapy, hippotherapy (from the Greek “ippo” - horse), art therapy, music therapy, etc.).

Most traditional remedies have a broad meaning and involve correction of the personality as a whole. Alternative means, as a rule, are aimed at the development and correction of individual functions and are used in combination with other measures (T.V. Varsnova). The choice of correction means involves relying on the socially significant content of the material.

According to V.P. Kashchenko, the basis of pedagogical correction is the following provisions:

organization of a unique children's environment, which involves taking into account the “small world in which the child lives”;

the effectiveness of the pedagogical tools that the teacher owns;

constant continuous study of the child;

joint work of various specialists (doctors, teachers, psychologists).

The opinions of the authors are unanimous in their understanding of the importance of early correction in the formation and development of the personality of a child with special psychophysical development: the sooner correction work is started, the less difficulties it will have

motor, speech and intellectual development. Early start of correction work makes it possible to more effectively compensate for deviations in mental development child at risk, thereby mitigating secondary deviations. Timely assistance and correction make it extremely possible!]) to “smooth out” shortcomings and problems in development, and in some cases even eliminate them, thereby ensuring a full life for the child.

As noted by V.G. Petrov, early identification of children with special needs of psychophysical development should first of all be carried out in families with “increased” risk, which include families that already have:

child with developmental disorders;

family members (grandparents, uncles, aunts) with disabilities

development of any kind;

children who have suffered intrauterine hypoxia, birth asphyxia, trauma, neuroinfection, etc.;

parents who were exposed to radiation, lived in unfavorable environmental conditions, worked in hazardous conditions in the chemical industry;

mothers who suffered an acute infectious disease, severe toxicosis, or injury during pregnancy;

one of the parents is a drug addict or suffers from alcoholism. Early correctional assistance involves:

the earliest possible detection and diagnosis of disorders in

development;

reducing the gap between the moment of detection of a violation in the child’s development and the beginning of targeted correctional assistance;

mandatory inclusion of parents in the correction process;

corrective impact on all areas of child development and creation necessary conditions for the development of his personality.

One of the forms of early correction is the system of pedagogical patronage for young children (from birth to 3 years), which has become widespread in many countries of the world (USA, 1970). According to the definition of L.I. Aksenova, patronage: - This is a special type of assistance to a child, his parents, and teachers in solving complex problems related to survival, rehabilitation treatment, special training and education, socialization, with the formation of a growing person as an individual.

A qualified teacher visits the family once a week and draws up a program pedagogical activity parents on

seven upcoming days, teaches them all the basic actions (shows them how to organize observations, record results in special printed forms), monitors the implementation of the previously proposed work plan, provides didactic aids and educational toys from the toy library, organized according to the principle of libraries.

Medical-social-pedagogical patronage (MSP-patronage) is becoming the leading form of organizing early correctional assistance for children with special needs of psychophysical development in our country. SME-tuning is implemented as a wide range of long-term rehabilitation assistance measures aimed at the family of a child with special needs. This assistance is carried out in the process of coordinated work of specialists of different profiles.

SME patronage includes: diagnostics, assistance in choosing an educational path, design of individual correctional and rehabilitation programs, primary assistance in the implementation of plans.

Thus, correction can be considered as a specially organized psychological and pedagogical impact, carried out in relation to high-risk groups and aimed at restructuring, reconstructing those unfavorable psychological formations that are defined as psychological risk factors, at recreating the child’s harmonious relationship with the environment.

The essence of the compensation process (from the Latin compensatio - compensation, balancing) is to compensate for, to one degree or another, disturbed functions and conditions: the brain receives signals from damaged areas (a kind of SOS signals), in response to which it mobilizes protective mechanisms, “reserves” reliability of a living organism" and counteracts the pathological process (T.V. Varenova). When the optimal result is achieved, the mobilization of defense mechanisms stops.

The disorder has a dual effect on the development of the child: on the one hand, it impedes the normal functioning of the body, on the other, it serves to enhance the development of other functions that could compensate for the deficiency. This circumstance was emphasized by L.S. Vygotsky, saying: “The minus of a defect turns into a plus of compensation.”

Compensatory mechanisms depend on the nature of the disorder, the time and degree of damage to the function, a number of psychological

factors (awareness of the violation, orientation towards compensation, etc.), as well as the timeliness of providing qualified assistance. Without higher ability nervous activity(VND) to mobilize their reserve capabilities, effective pedagogical work is difficult and the more effective correctional and developmental work is; activity, the more stable new conditioned connections are consolidated in the central nervous system(CNS).

Compensation, as indicated by L.S. Vygotsky, maybe biological And social.

The established compensatory processes are not absolute (sustainable) in nature, therefore, under unfavorable conditions (excessive loads, stress, illness, seasonal deterioration in the body’s condition, abrupt cessation of educational and training sessions, etc.) they can disintegrate. In such cases there is i decompensation, those. relapse (repetition, return) of functional disorders. This mental phenomenon must be taken into account in * pedagogical interaction. With the phenomena of decompensation, serious impairments in mental performance, a decrease in the rate of development, and changes in attitudes towards activities and people are noted.

The phenomenon of compensation should be distinguished from pseudocom pensions, those. imaginary, false adaptations, harmful formations that arise as a result of a person’s reaction to TS or other undesirable manifestations towards him from people around him (defiant behavior of a child when it is impossible to attract attention to himself in other ways).

Correction and compensation are closely related to rehabilitation (restoration), which includes measures to ensure and (or) restore functions, compensate for their loss or absence, and remove functional limitations. In UN documents, the term “rehabilitation” means “a process designed to help people with disabilities achieve and maintain optimal physical, intellectual, mental and/or social levels of functioning, thereby providing the means to change their lives and expand their independence.”

The basic principle the work of all special educational institutions is correctional focus training.

In addition to the concepts considered, which form the basis of the categorical apparatus of the scientific field of defectology, the law “On the education of persons with characteristics of psychophysical development (special

education)" defines a number of terms that are used to refer to various phenomena. Among them:

special education - the process of training and education of persons with special needs of psychophysical development, including special conditions for obtaining appropriate education, provision of correctional assistance, social adaptation and integration of these persons into society;

a person with special needs of psychophysical development- a person who has physical and (or) mental impairments that prevent them from receiving education without creating special conditions for this;

child with special needs- a person with special needs of psychophysical development under the age of eighteen years;

physical and (or) mental disorders- deviations from the norm that limit social activities and are confirmed in the manner prescribed by law;

multiple physical and (or) mental disorders - two or more physical and (or) mental disorders confirmed in the manner prescribed by law;

severe physical and (or) mental disorders - physical and (or) mental impairments, confirmed in the manner established by law, expressed to such an extent that obtaining education in accordance with educational standards (including special ones) is inaccessible and learning opportunities are limited to obtaining basic knowledge about the surrounding world, acquiring skills self-service, obtaining basic labor skills and basic vocational training;

early comprehensive assistance - a system of measures, including the identification, examination, correction of physical and (or) mental disorders, individualized education of a child with special needs of psychophysical development under the age of three years with psychological, medical and pedagogical support in the context of the family, educational institutions and health care organizations;

psychological, medical and pedagogical examination - learning using special methods and methods of individual characteristics of the child’s personality, the development of his cognitive and emotional-volitional spheres, potential capabilities and health status in order to determine special conditions for receiving education;

special conditions for obtaining education - conditions of training and education, including special training programs and teaching methods, individual technical teaching aids, special textbooks and teaching aids, an adapted living environment, as well as pedagogical, medical, social and other types of assistance, without which it is impossible or difficult for persons with special psychophysical development to master the relevant educational programs;

general educational institution- an educational institution created for the training and education of persons who do not have physical and (or) mental disabilities that prevent them from receiving education without the creation of special conditions;

special educational institution- an educational institution created for the training and education of persons with special needs of psychophysical development;

homeschooling - organization of special education, in which the development of relevant curricula by a person with special psychophysical development, who, for health reasons, is temporarily or permanently unable to attend an educational institution, is carried out at home.

Thus, it becomes clear that defectology has a specific categorical apparatus, reflecting the main processes and phenomena of the scientific field.

Questions and tasks for self-test

1.4 cm caused a discussion about the inappropriateness of using the concept of “defectology >>?

Name the main ones subject areas defectology and their content.

What are the goals and objectives of defectology science?

Name the main sociocultural concepts of defectology and reveal their essence. What factors are driving the revision of these concepts?

List the main categories of defectology and reveal the essence of each of them.

Compare the processes of correction and compensation, having previously formulated comparative parameters.

What is the fundamental difference between the processes of pseudo-compensation and decompensation?

By what criteria can a family be classified as a group of “increased risk” for the birth of a child with special psychophysical development?

A new concept has appeared, consonant with the familiar term “rehabilitation”. However, there is still a difference between them.

In short, habilitation (from the Latin habilis - to be capable of something) is the initial formation of the ability to do something. The term applies mainly to young children with developmental disabilities, in contrast to rehabilitation - the return of the ability to do something, lost as a result of illness, injury, etc. [pedagogical terminological dictionary].

General concepts about the rehabilitation of persons with limited health functions

In the standard rules for ensuring equal opportunities for persons with disabilities (UN General Assembly Resolution 48/96, adopted at the forty-eighth session of the UN General Assembly on December 20, 1993), in the section “Basic concepts in disability policy,” the commonly used concept of rehabilitation is formulated, based on the ideas World Program of Action for Persons with Disabilities.

Rehabilitation is a process whose goal is to help people with disabilities restore their optimal physical, intellectual, mental and/or social levels of functioning and support them by providing them with rehabilitative tools to transform their lives and expand their independence.

From this international definition of “rehabilitation” follows a certain analytical scheme of the rehabilitation process itself, which includes the following components (rehabilitation constructs):

1. Social rehabilitation, ensuring the rehabilitation of a person with a disability as a social subject;
2. Pedagogical rehabilitation, ensuring the rehabilitation of a person as a subject of activity;
3. Psychological rehabilitation, which provides rehabilitation of a person with a disability at the personal level;
4. Medical rehabilitation, which provides rehabilitation at the level of the biological human body.

All of the above components constitute an ideal model of the rehabilitation process. It is universal and can be used in the strategic planning of any center or institution for the rehabilitation of a person with a disability, which aims to provide the most complete range of rehabilitation services.

What does the concept of “habilitation” mean?I"?

When a child is born with a functional limitation, it means that the child will not be able to develop all the functions necessary for a normal life, or perhaps the child's functionality will not develop as well as that of his peers. A child, no matter what, remains a child: with a need for love, attention and education according to his unique nature, and must be treated, first of all, as a child.

The word habilitation comes from the Latin habilis, which means “to be able.” Habilitate means “to make prosperous” and is used instead of the word “rehabilitate”, which is used in the sense of restoring a lost ability.\

That is, habilitation is a process whose goal is to help acquire or develop yet undeveloped functions and skills, as opposed to rehabilitation, which offers the restoration of lost functions as a result of injury or disease.

Hence it turns out that this process is most relevant in relation to children with disabilities health. Although it also applies to other people whose moral health is undermined (for example, convicts). Habilitation not only means trying to treat or modify physical or mental impairments, it also means teaching the child to achieve functional goals through alternative routes when habitual routes are blocked, and to adapt the environment to compensate for missing functions.

It should be noted that habilitation started late may be ineffective and difficult to implement. This may be the case, for example, if children with cerebral palsy and severe delays speech development They begin to receive appropriate assistance only at the age of eight to eleven years. Experience recent years suggests that a complex of therapeutic, pedagogical, speech therapy and other measures should begin already in the first year of life.

Rehabilitation activities begin from the first days of illness or injury and are carried out continuously, subject to the staged construction of the program.

Habilitation measures can begin with monitoring the condition of the expectant mother and nursing a child with developmental disabilities.

Habilitation is a multifaceted process that simultaneously pays attention to various aspects, to provide the child with the opportunity to lead a life that is as close to normal as possible. Normal life, in this context means the life that a child would have had in the absence of his functional limitations.

Habilitation and rehabilitation are a set of measures aimed at adapting to society and overcoming pathological conditions of people with disabilities.

The goal of both habilitation and rehabilitation is to help people with disabilities socialize as successfully as possible and arrange their personal and professional lives.

The word “capable” means fit for something, for any activity. One of the prominent researchers of abilities in domestic psychology B.M. Teplov highlighted three signs of ability.

Firstly, abilities are individual psychological characteristics that distinguish one person from another. Secondly, abilities are only those features that are relevant to activity. Thirdly, abilities are not limited to knowledge, skills and abilities that are acquired in exercises, although they determine the speed of their acquisition. This is where the definition of abilities comes from.

Capabilities- individual psychological characteristics of the individual, ensuring success in activity and ease of mastering this activity. (What a person can do).

Natural features(height, length of fingers, etc.) do not relate to abilities, since they are not mental properties, although they can contribute to their formation.

Ability indicators can be:

1) rate of progress in mastering the activity;

2) the breadth of transfer of emerging mental qualities;

3) the ratio of neuropsychic costs and the final result of the activity.

Famous Russian psychologist B.F. Lomov identified three functions of the psyche: communicative, regulatory and cognitive.

From this we can conclude that the implementation of these functions requires communicative, regulatory and cognitive abilities. Abilities provide faster and higher-quality acquisition of skills and abilities in one activity or in several activities. The presence of abilities allows a person to interact with other people, learn and effectively adapt to new and complex living conditions, creatively master more and more new types of activities, which, in turn, contributes to the development of all his mental processes and personality traits.

PHYSIOLOGICAL MECHANISMS

The biological basis of abilities is inclinations.

The makings of abilities- congenital anatomical and physiological characteristics of the brain, analyzers, development of the first and second signaling systems.

However, inclinations do not guarantee the development of abilities. The extent to which they manifest themselves and take shape in abilities depends on the conditions of individual development and the corresponding activity.

It is impossible to say by the presence of abilities what the inclinations were. The inclinations are multi-valued and can be realized in different types of abilities(for example, hearing - in musical, acoustic, extrasensory, etc.).

Complex abilities have several inclinations (for example, the inclinations of communication abilities are: high lability of the nervous system, good hearing and the predominance of the first signal function). Lability of the nervous system- variability, adaptability, instability.

The boundaries of inclinations are wider than the abilities that can be developed on their basis (Fig. 3.3.2.).

Rice. 3.3.2. Boundaries of deposits (according to Langmeyer).

First experimental study abilities was carried out by F. Galton (an outstanding English scientist). In 1883, his work “A Study of Human Abilities” was published. Galton was convinced that representatives of the social elite were both biologically and intellectually superior to representatives of the social lower classes, and women were much less talented and intelligent than men.

However, experimental data performed on a sample of 10 thousand people showed the fallacy of his theoretical views. Galton's further research led to an attempt to solve the main problems of the psychology of abilities.

1. Development of abilities and their determination. Galton considered the main link of determination to be the relationship between heredity and environment.

This issue has not yet been finally resolved. Some scientists believe that abilities are inherited, and convincingly prove this, others give preference to the environment and also convincingly prove this.

More reasonable on at this stage is the third opinion about the co-evolution of the natural and the social in the origin and development of abilities. The position is put forward that the genotype contains in a compressed form information about the historical past of a person and a program of his individual development, adapted to the special social conditions of life. Any characteristic of an individual is a product of the gene pool and past experience.

2. The relationship between special and general abilities. Galton believed that by measuring the parameters of the simplest mental processes, it was possible to determine the level of a person’s creative talent.

3. Creation of methods for measuring abilities. He believed that sensory discrimination tests could serve to measure intelligence.

4. Abilities and activities.

In Russian psychology, the problem of abilities has been studied quite widely (S.L. Rubinstein, B.M. Teplov, K.K. Platonov, etc.). B.M. Teplov showed that in addition to success in an activity, abilities determine the speed and ease of mastering a particular activity. This idea is captured in the formulas:

Another view on the concept of abilities is presented in the works of V.D. Shadrikova. He believes that abilities are common to different activities, and distinguishes mental, perception, memory, etc., and there are no “pedagogical”, “culinary”, “musical” and other abilities. But most domestic scientists tend to distinguish general and special abilities, following Teplov.

CLASSIFICATION OF SPECIES

Classification of species sometimes called structure abilities. Human abilities are very diverse.

1. According to the number and nature of the activities for which they are needed, abilities are divided into:

a) general, necessary for any activity (mental, educational, communication, etc.);

b) special ones, necessary to perform one specific activity (mathematical, musical, etc.).

General and special abilities are always interconnected. Special abilities do not reach a high level without a certain level of development of general abilities (for example, without having academic abilities, one cannot become a capable mathematician).

2. By composition, structure:

a) elementary (sensations, eye, ear for music),

b) complex (educational, labor, communication, etc.).

3. According to the significance of the activity:

a) leader, occupying the main role in the activity,

b) auxiliary, subordinate.

4. By level of development:

a) reproductive (the ability to act according to a model),

b) creative (the ability to create new things).

Reproductive and creative abilities are interconnected. Creative abilities do not reach a high level without a certain level of reproductive abilities, and in reproductive abilities there is always an element of creativity. Among creativity There are two levels:

1) talent,

2) genius (genius).

A special concept is associated with the level of development of abilities - giftedness.

Communication abilities- the abilities of the individual, ensuring the effectiveness of his communication with other individuals and psychological compatibility in joint activities.

Reproductive abilities- the ability to copy an activity, master it according to a model, instructions.

Special abilities- a system of personality traits that help achieve high results in any particular field of activity (musical, artistic, literary, etc.)

Creative abilities(creative) - creativity (lat. creatio - creation) - the general ability to create, characterizes the personality as a whole, manifests itself in various spheres of activity, is considered as a relatively independent factor of talent.

Talent- a high level of development of abilities, often special ones, ensuring the achievement of outstanding success in a particular type of activity. Talent achieves high results general meaning but within the limits of already known ideas and directions (M.V. Suvorov, L.S. Vygotsky).

Genius- the highest degree of creative manifestations of a personality, making it outstanding in the relevant field or field of activity. Genius creates new ones original ways in different fields of knowledge and with a high level of foresight (Leonardo Da Vinci, Tsialkovsky, A.S. Pushkin). Genius is a public assessment of an individual's achievements.

Giftedness- a qualitatively unique combination of abilities that determines the range of his intellectual capabilities, levels and the originality of his activities. Giftedness includes internal prerequisites (inclinations) and individual personality traits (character, inclinations, etc.). It allows abilities to develop in different directions.

PROPERTIES AND REGULARITIES

Abilities have the property of compensation, that is, with insufficient development of one ability (for example, memory), goals are achieved thanks to the development of another (for example, thinking).

For development of abilities it is important to have the inclination engage in this activity. It is especially important to take into account the individual’s inclinations in career guidance work.

Well-known domestic specialist in the field of occupational psychology E.A. Klimov highlighted five types of inclinations:

Nature,

Technique,

Human,

Artistic images.

Nowadays, when solving career guidance problems, the individual’s inclinations are first determined using a special test. Addiction- predisposition to something.

DEVELOPMENT

TO factors influencing the development of abilities, include:

Nature of activity,

external environment,

Internal environment,

Possibility of compensation.

Abilities develop most of all in the activities for which they are intended. They can develop in similar types of activities, as well as in activities that require diverse abilities (for example, play). Leading activity is most significant in each age period. But the development of abilities does not occur on its own, so the child’s activities must be organized.

Research by psychologists has shown that each ability has its own “golden” age - a sensitive period in which the child is most sensitive to mastering a particular activity (for example, the artistic period is 5 years old, children are more sensitive to mastering reading at 5-7 years old and etc.). It is important that adults know these periods and do not miss them to identify and develop abilities.

Success in activity is also determined by personality traits, such as hard work, perseverance, self-criticism, which should be developed.

For the development of abilities, the external environment is also important - material conditions, communication, lifestyle, education system.

The weakness of one ability can be compensated by the development of another (for example, mnemonic and mental abilities).

Leading activity- activity, the implementation of which determines the emergence and formation of the main psychological new formations of a person at a given stage of development of his personality.

In ontogenesis they distinguish types of leading activities:

1) direct communication between the baby and adults;

2) object-manipulative activity in early childhood;

3) role-playing game for preschoolers;

4) educational activities junior schoolchildren;

5) socially useful activities of adolescents;

6) vocational and educational activities in early youth;

7) labor activity during adulthood (maturity).

Sensitive periods of development(Latin sensus - feeling, sensation) - periods of ontogenetic development during which the developing organism is especially sensitive to a certain kind of influence of the surrounding reality. Sensitive periods are periods of optimal development of certain aspects of the psyche - processes and properties. Sensitive periods should not be confused with critical (turning-point) periods of development.

VIOLATIONS

As for general abilities (cognitive, educational, communication), the violations lie in their low or extremely low level of development. And regarding special abilities, it can be argued that a violation is their absence.

INDIVIDUAL CHARACTERISTICS

Typological features human influence on the development of human abilities. Thus, the strength of nervous processes in combination with balance and mobility favors the formation of many strong-willed and communicative properties, which are especially important for the development of organizational abilities.

The predominance of the first or second signaling systems allows us to distinguish three types of personalities:

Artistic type (with a predominance of the first signal system),

Mental (with predominance - the second),

Mixed (with approximately equal development of these systems).

The differences between the artistic type and the mental type are manifested in the sphere of perception, where the “artistic” is characterized by a holistic perception, and the “mental” is characterized by its fragmentation into separate parts; in the sphere of imagination and thinking, “artists” have a predominance of figurative thinking and imagination, while as for “thinkers” the abstract is more characteristic, theoretical thinking; V emotional sphere persons of the artistic type are distinguished by increased emotionality and affectivity, while the thinking type is more characterized by rational, intellectual reactions to events. These differences also entail tendencies to different types activities and development of various abilities.

Individual differences are also expressed in the level of development of certain abilities, time of occurrence (in early childhood or later), personal characteristics, etc.

Corrective work with children with severe developmental disorders

Correctional work begins with establishing emotional contact with the child, finding out his interests, the presence of highly valuable interests, level of motivation, tolerance to mental stress, and the time during which the child can actively participate in the lesson. This may take a long time, and the specialist may get the impression that he is not performing specific corrective tasks. However, without this stage, further corrective work is impossible or extremely ineffective.

It is very important to take into account the characteristics of the child’s sensory sphere, for example, to avoid those stimuli to which he is hypersensitive, and gradually and carefully increase resistance to them.

The effectiveness of the lesson also depends on the activity of the child himself, whether he himself performs the necessary operations and actions or passively submits to the influence of the teacher. For example, play activities Exercise therapy, where the child emotionally experiences what is happening, turns out to be much more effective than traditional massage.

It is necessary to take into account that it is easier to work with those types of activities that are familiar and accessible to the child - the child is not afraid that he will not be able to complete the task (request, proposal) of the teacher, while it is possible to complicate and modify the action already mastered by the child. New types of activities should be introduced gradually, giving the child the opportunity to understand, become interested and learn to complete the task, and master the game.

A team that includes different specialists works with the child (psychologist, speech pathologist, exercise therapy instructor, etc. - it depends on the tasks). Moreover, each specialist solves common problems using his own methods. For example, when working on spatial concepts, an exercise therapy instructor can arrange objects in the gym in such a way that the child masters all the space as much as possible, the music therapist will offer him different dance movements, while playing, you can learn to understand prepositions and hide toys in the closet, under the table and etc.

Correction of dysfunctions of the first functional block of the brain

The first – energetic – functional block of the brain ensures the optimal level of tone of the nervous system, maintaining the necessary state of wakefulness. Only when it is fully functioning is normal activity of the child possible. Disturbances in the functioning of the first block of the brain can manifest themselves in a decrease in the level of mental activity, rapid exhaustion of the child, fluctuations in attention - these symptoms do not allow the child to carry out certain activities, play, or complete tasks.

Often one of the symptoms of a violation of this functional block in children is a decrease in general activity - they are passive, not interested in others, the volume of motor and cognitive activity. In this case, it is necessary to stimulate activity through the sensory (visual, auditory, tactile), emotional and motor spheres. The child is offered various games that include rhythmic movements with mandatory emotional reinforcement - the game often contains a moment of climax. For example, in the game “we were driving, driving...” a child sits on the lap of an adult, who rocks him to the rhythm of the poem and at the end “drops” him, but at the last moment he catches him and does not let him fall - while the child experiences a strong emotion, which is picked up by the teacher (expressive facial expressions, exclamation: “Oh, scary!”, etc.) are possible. If the child is small, the teacher can pick him up and spin him around or toss him slightly and catch him. Older children can be taught by two teachers. If a child loves music and sounding toys, he will benefit from music classes in which movement is harmoniously combined with sound, and he himself can catch the rhythm of the sounding melody and reflect it in his own movement (dance). You can also swing your child on a swing, in a hammock or in a blanket, and recommend that parents take walks in playgrounds where there is a carousel. It should be noted that such games are contraindicated for children with episyndrome, as they can provoke a convulsive attack, therefore, when working with such children, medical supervision over the correction process is especially important.

For the same purposes, massage, aromatherapy, water procedures are used (here medical supervision is especially necessary), and hippotherapy can be recommended to the child. As the child’s activity grows, he can be offered not isolated sensory sensations, but can be included in a more complex play context.

Games that are usually played with a small child (rhymes, poems accompanied by actions) are suitable for such activities. An important technique is to use exercises in which the child is required to maintain a certain rhythm, for example, walking to music at a certain tempo, or tapping the rhythm of a song on a drum. When the child can maintain one rhythm, tasks for changing the rhythm are introduced - the child learns to catch the changing rhythm and act accordingly.

The work also uses the techniques outlined in the program of complex psychomotor correction by A.V. Semenovich, additionally, exercises are used to form correct breathing from methods for working with patients with bronchial asthma (S.M. Ivanov, E.V. Shchadilov).

Game, music classes and art therapy are also aimed at increasing the child’s energy level, creating motivation for classes and interaction with the teacher.

Correction of dysfunctions of the second functional block of the brain

The second functional block of the brain is the block for receiving, processing and storing information. The work of the corresponding analyzing systems allows us to see, hear, as well as remember and reproduce this information, and compare it with previous experience.

Development of perception

Development of visual perception. If visual gnosis is impaired, the child has difficulty recognizing pictures or even real objects. In cases of severe disturbances, he does not recognize familiar toys or household items. There may also be serious difficulties in recognizing the faces of familiar people. With less severe disorders, the weakness of perception does not have a serious impact on the child's behavior, but it manifests itself in some situations, for example, when playing lotto. The work begins from the level at which the child successfully copes with the actions offered to him.

Recognition of real objects. At the first stage, work is carried out using real objects if the child has difficulty recognizing them. Difficulties in visual perception are compensated by other analyzers - toys are touched, their shape and surface texture are assessed. If familiar products are used, there is a reliance on their smell and taste. They discuss with the child (or tell him) what the object looks like and what color it is. Having learned to visually identify objects, the child gradually masters the ability to find an object among others, as well as recognize it by its fragment, assemble it from parts, etc. For example, you can assemble an apple, a cucumber from two halves, attach wheels to a toy car, etc.

Recognition of realistic images. At the next stage, the child learns to establish a correspondence between an object and its image. At first, you can use photographs or clear drawings of familiar objects. Here the color and shape of the image reflect reality as much as possible. It is better if the photo shows only one item. Later, the number of depicted objects increases, the child performs tasks that require analysis of the plot picture (describe the plot, find differences, find a certain object among others, etc.).

An important place in correction is occupied by lotto games, which can be organized in different ways depending on the tasks. So, a child can look for a picture on his large map that the teacher shows, but he may not yet understand what exactly he is looking for, but be guided by some of the most striking features of the depicted object (color, shape). In another version of the game, the teacher does not show the child a card, but names an object and waits for the child to find and show the corresponding picture - only after this (or after several erroneous actions by the child) is the card presented and the child can check his choice. If the child can name the pictures, the teacher asks which pictures he is missing to complete the game - the child looks at the card, which already contains some cards, and asks to give him the rest. When a child has mastered a certain game, you can make it more difficult by changing the pictures in the lotto. So, if at the beginning of the correction the large map shows 3-4 objects that differ significantly from each other in several characteristics, then during the training the number of pictures increases to 6-8, and among them there may be some that are similar to each other.

Recognition of noisy images. When the child has learned to correlate an object with a realistic image, the task becomes more complicated: the image becomes outline, schematic, black and white or noisy (crossed out with a line, superimposed on another image, etc.). Here, during perception, you have to focus on a smaller number of features (only the shape) or selectively analyze only what relates to a given image (in the case of crossed out and overlaid images). Lotto games are also used here, in which the child matches colored cards with a black and white sample (for example, this could be a photocopy of a color sample).

Construction of images. On last stage The child learns to recognize an image based on one part, a fragment. This is the main difficulty experienced by patients with visual agnosia and, accordingly, children with weakness of visual gnosis. The teacher offers the child pictures cut into two parts and shows how to “fix” the picture. The child first repeats the teacher’s action, and then assembles the picture on his own. Sometimes the child immediately recognizes the object, names it and then puts it together; Some children find it difficult to understand what exactly they are collecting until they see the whole picture.

We use two main types of cut pictures. The first one is pictures cut into fragments(for example, into two halves). The second type of pictures is pictures consisting of elements. Here the child sees individual parts of the depicted object - an inflorescence, a stem and a leaf (flower); dial and hands (hours); body, cabin and wheels (vehicle), etc. As the child masters a certain set of pictures, the number of parts of which they consist increases, pictures from fragments are replaced by cubes (here appears new task- find the side of the cube that shows a piece of the desired picture).

Development of auditory perception

If auditory perception is impaired (with intact physical hearing), the child does not distinguish the sounds around him well enough. He is poorly oriented in the world, since he cannot determine the source of the sound or correlate the sound with the object emitting it. This often leads to fear (many children are afraid of the sound of a working vacuum cleaner, because they do not correlate the noise with the object - the vacuum cleaner - and with the meaning of what is happening - cleaning). It is also difficult for such children to control their actions (for example, after finishing playing with water, the child forgets to turn off the tap, since he does not distinguish the noise of flowing water among other sounds). Difficulties in auditory perception also manifest themselves in speech development. Thus, children do not “hear”, do not understand the intonation of the speaker, and do not feel the emotional component of communication. Subsequently, with such weakness of auditory perception, speech perception (and the child’s own speech) is distorted.

Distinguishing non-speech sounds. First, during the game, the teacher introduces the child to various everyday sounds: the sound of water, the sound of falling objects, the creaking of a door, etc. The child can cause these sounds himself and thus establish a connection between a certain action and the sound. Next, it is necessary to expand the repertoire of sounds available and known to the child - sounding toys and noise-making musical instruments are used. At first, the child simply plays with these objects, making different sounds, then he begins to guess the source of the sound without seeing it, and selects pairs of objects that sound the same. Here, different sounding toys and children's musical instruments are used; the teacher can make boxes with different fillings (sand, cereal, etc.) that make a certain sound.

Distinguishing contrasting speech sounds. A child who has learned to distinguish the sounds made by objects may also become interested in the sounds of speech. He does not yet fully understand words and phrases, but he can distinguish dissimilar sounds that an adult makes (for example, a vowel and a consonant), and can guess whether a plane is approaching him (with the sound “U-oo-oo”) or a snake (“ Sh-sh-sh"). Then the task is set to distinguish closer sounds. Games appear in which the child pronounces simple syllables and onomatopoeia (“au”, “ua”, “bi-bi”, etc.). A more difficult task is to understand words that differ in one sound (as the game progresses, the child is asked to give or show “bear” and “mishka”, “Barrel” and “Daughter”, etc.).

Speech understanding. In accordance with one of the principles of correction, work is carried out from simple to complex. So, first the child learns to understand individual words(shows or gives an object or picture at the request of an adult), then learns to understand and follow instructions (from simple one-step to two-, three-step). When working with children with severe disabilities, it is very important that all exercises are included in a play context, then the child does not complete tasks, but performs actions appropriate to the game (“buys” several toys in the store at the request of “mom”, etc.) .

Development of tactile perception

If a child’s tactile perception is impaired, the formation of ideas about his body is disrupted, the development of gross and fine motor skills and coordination of movements suffers. Impaired tactile perception can be expressed in hyper- or hyposensitivity. At the same time, fears and behavioral disorders may form (in some cases, the child does not receive the necessary information from environment and cannot adequately respond to events happening around him; in others, on the contrary, any impact turns out to be too strong and intolerable for him). In both cases, the child can demonstrate both increased activity (he strives to obtain the necessary sensory information or, conversely, avoid exposure) and inactivity, passivity (does not respond to stimuli that he does not feel, for example, touching a hot kettle , or, conversely, is afraid to move so as not to hit or touch objects that are unpleasant for him).

Despite the noticeable differences between hyper- and hyposensitivity, the work to overcome them has common features. Thus, our main goal is to expand the child’s sensory experience. First, the teacher attracts the child’s attention to tactile sensations by playing games with him for very young children (“Magpie-Crow”, “Ladushki”, etc.).

In the game, the child is introduced to various objects, their texture, all this happens in an emotionally rich context, so the plot is the meaning-forming moment. During the game, a child can feel different surfaces with his hands, walk on them with his feet, come into contact with his whole body with various materials (balls in a “dry pool”, sand, pebbles, cereals, pillows, water of different temperatures, etc.). If a child is afraid and avoids touching new objects, it is advisable to use in the game objects that are well known to him - his favorite toys. They can be felt, hidden under the child’s clothes and searched for.

Games that combine information from different modalities - tactile and visual or auditory - are useful. Thus, the teacher offers the child games with special paints for the hands, in which, in addition to the tactile, the visual analyzer is largely involved; when playing with sounding toys, the child can be guided by the sound (the plane flies and hums, and then sits on the child’s lap).

As the child masters different sensations, playing with them becomes more complex. So, having become familiar with different surfaces, the child can sort them, separating soft from hard, warm from cold, etc. At subsequent stages, the child learns to guess the object by touch - first he looks for a familiar toy among those that are very different from it (a soft toy and several cubes are hidden under the blanket), then it becomes possible to play the “magic bag”, in which the child looks for a certain object among similar ones in size and texture (for example, wooden figures).

Development of spatial concepts

Mastering bodily space. If during the diagnostic process we see pronounced difficulties in spatial orientation in a child, correctional classes begin by referring back to a previous level of functioning. In this case, it is necessary to form in the child a holistic idea of ​​his own body (see the method of complex psychomotor correction by A.V. Semenovich). At this stage, sensory development classes are very useful, where the child receives various sensations from his body. First of all, these are tactile sensations: the teacher touches the child’s arm, leg, back, etc., draws on his stomach with paint or clay, which, when dried, slightly tightens the skin. Some unexplored parts of the body become more visible to the child if several sensations of different modalities emanate from them: for example, a bell is tied to an arm or leg, which rings as soon as the child makes even a small movement; a brightly painted arm or leg attracts the child’s visual attention, interesting Another thing is that such an arm and leg leaves a bright mark on the paper (a child can leave a mark, “draw” a line). These exercises allow the child to pay attention to those parts of the body that he ignores, to realize why they are needed (you can stomp with your feet, kick a ball, with your hands you can pick up a toy, touch different surfaces, draw, etc.). Next, the child masters his body, learns to orient it in space (changing poses, moving).

Development of external space. Our task is to make the child feel that the world around him exists objectively, and that he himself “...occupies a certain place in this world and in this space, that is, the child must learn to move and navigate in external space without fear” (A. A. Tsyganok, E.B. Gordon).

It is better to start work in a small room with a small number of objects. The child remembers what toys and pieces of furniture are in the room (the objects the child deals with should always be in their place so that he can take them where they were last time), where he can go, climb - under the table , behind the door, in the corner of the room. Gradually, as mastery progresses, the workspace expands, spatial bodily markers are introduced (left/right, above/under, etc.) - the teacher comments on the child’s movements around the room, his manipulations with toys (“You climbed onto the chair, and now under the table.” ; “You put the doll on the windowsill, and the bear to the left of it,” etc.) · Then the child learns these structures and can, during the game, complete various tasks of the teacher - put the toy on the windowsill, under a chair, etc.

Motor patterns and dictations. The child learns to navigate in space using markers: for example, the teacher sets a route for the child to achieve a goal (the child is looking for a toy hidden in the room, and the teacher prompts: “Go forward, now turn right and look under the closet”). Further, an option is possible when the child independently builds a movement route, accompanying it with a verbal comment, or reproduces from memory the movement patterns already known to him. A floor plan of the premises with a designated route is introduced. At the next stage, the child, with the help or independently, orients himself according to these diagrams - he can move along them, indicate on them the location of objects in the room.

Design and copying. You can start by constructing a children's construction set from real objects (chairs, pillows). Together with the teacher, the child builds a house for a doll, a road for a car - the task is to maintain direction and use a large amount of space. Later, the child will be able to build according to the model (“I am building a house for my toy, and you are building the same one for yours”) and according to the picture.

From real space we move to its image - we use pictures and drawings. In the first stages, we use drawing vertically or lying on the floor, and not at the table, since the space of the sheet (top-bottom) must correspond to the spatial markers of the body. The child learns to correlate a real object and its image, to independently depict what he sees or familiar objects. The child learns to see the outline image, colors, if possible, trying not to go beyond the outline. At first, it is better to use gouache paints and a thick brush or sponge for drawing, since the drawing is clearer, more shaped, and does not require a long time to obtain the result. Then you can take crayons, thick pencils, felt-tip pens. Drawing begins with very simple images, consisting of 2-3 parts, of which the child draws one or two (the teacher draws a cloud, and the child paints it over and draws vertical lines of rain; the teacher begins to draw a car or a house, and the child finishes drawing wheels, windows and etc.). From such simple objects, plot pictures are made, and the child himself comes up with what else can be drawn.

It is also useful to put together simple images from parts. First, real objects are used (for example, it is proposed to fold fruits familiar to the child cut into pieces, attach wheels to a toy car), then you can move on to a planar image and cut-out pictures. The number of parts gradually increases from two to 4–6. When designing, it is important to take into account the spatial arrangement of each part of the drawing and the object.

Mastering the strategy of moving through the space of a sheet. Next, the child develops the idea that the whole picture of space consists of individual fragments arranged in a strict order; a violation of this order can distort the whole picture. The main method at this stage is to fold pictures from parts. The material gradually becomes more complex (from cut-out pictures to cubes, to an increase in the number of fragments; realistic images are replaced by contour or stylized ones; a color sample is replaced by black and white, etc.). Here it is necessary to develop a method of moving through the space of a sheet, accepted in European culture: from left to right and from top to bottom (we start folding the picture from the upper left corner and sequentially fill in all the horizontal rows); master the “spatial recoding” necessary when copying images rotated by 90° and 180°.

Memory development

When working, it is necessary to take into account the chronology of memory development in ontogenesis. Initially, the child develops a memory for emotionally significant events and people - he singles out his mother among all the people, and then those people with whom he has certain experiences (he is afraid of someone, with someone, on the contrary, he likes to play). A child with memory loss has difficulty remembering new people he meets. Therefore, one teacher first works with children with severe developmental disabilities. The child must get used to it, learn to recognize it, perk up when meeting it (animation complex, a smile, in talking children - an expression of joy on the verbal level).

Over time, the child also remembers the toys and activities he likes. For example, he can remember where his favorite toy is and independently find it in the room (at first this happens within the framework of one lesson, then the child can find it in the next lesson). If a child enjoys classes, even in the absence of speech, he can express his desire to play a certain game (climb onto the teacher’s lap so that he can play “goat” with him, show or bring a toy, take him by the hand and lead him to a certain place) - To do this, you need to remember which game he liked. The child also remembers the sequence of events (operations when performing everyday activities - dressing, etc.; with a clear structure of the lesson, he can retain in memory the sequence of games or tasks).

Reliance on another modality. A child who has difficulty memorizing material from one modality, as a rule, more easily remembers and reproduces information received through another channel of perception - having difficulty remembering information by ear, he easily draws 5-6 pictures from memory and vice versa. But often children do not know how to use it.

At the first stage, we show the child how easier it is to remember information if you use additional means. The set of these means depends, first of all, on which sensory channel in the child turns out to be weaker and which, accordingly, serves as a support. If there is insufficient auditory-verbal memory, pictures that the child can draw himself (provided that gnosis and graphic skills are sufficiently developed) or choose from those proposed by the teacher become an auxiliary tool. For example, with the help of pictograms you can visualize the sequence of operations in everyday or practical activities. If visual memory is weak, naming objects can become a support. In this case, the complication of the material occurs as follows: from easily called images (objects, simple geometric shapes) to those that are difficult to name (more complex, irregular figures, icons). For other children, relying on a motor image is more suitable - they better remember what they can touch, hold in their hands, and what they can manipulate. During classes, the teacher helps them circle the picture and walk from one toy to another. The form of such classes depends on the characteristics of the child. Preschoolers are offered game forms(for example, a game of shopping, in which the child remembers a list of necessary purchases), schoolchildren, along with play games, also perform educational assignments to remember.

Increase in volume. Having mastered a new method of memorization, the child is able to remember a larger number of elements. During classes, the volume of material and the number of memorized elements (words, pictures) gradually increase. This requires the child to quickly select means to facilitate memorization. On the other hand, we bring the situation closer to the real one that a child encounters at school (when he listens to the teacher’s explanation, remembers a rule, a poem).

Memorization without external support. In normal activities, we do not have the opportunity to draw pictures or loudly name images that are difficult for us. This does not mean that we are deprived of the support we need. These supports exist internally - we imagine visually or silently name what needs to be remembered. This is what the child learns at the last stage of work. By presenting the material, we gradually transfer into the internal plane all the supports that were previously discussed jointly by the child and the teacher (see the program for the formation of the 3rd functional block of the brain).

Development of attention

Attention disorders manifest themselves in children in all areas of mental activity. Attention is a function without which it is impossible to carry out any purposeful activity. A child with an attention disorder cannot concentrate even during an interesting game, he is distracted by any influence (a fallen toy, the sound of the wind outside the window). Otherwise, it is difficult for the child distribute attention, he can only roll one car, when another one appears, he forgets about the one he was playing with, or he plays only with what he sees right in front of him, does not use toys to which he needs to reach out or turn his head. Some children easily play with several toys and purposefully develop the plot of the game, but find it difficult switch from one action to another: they feed the doll for a long time, use different dishes, different “fruits” or “sweets”, but they need to be persuaded for a very long time that “The doll is already full and wants to sleep” - they agree, but cannot stop doing what we started.

To attract attention. The development of attention also occurs during the game. First, the teacher, observing the child, finds those games and toys that are interesting to the child, which he can at least passively observe for some time. By offering these games to the child, the teacher attracts the child’s attention to pleasant and interesting experiences for him. First this involuntary attention, over time, the child begins to more voluntarily observe the adult’s play.

Maintaining attention. At the beginning of classes, a child with attention problems is able to concentrate on an interesting game only for a short time. The task of the second stage of work is to maintain attention for several minutes. For this, the teacher uses additional incentives. So, if a child likes a bright toy and can look in its direction, the teacher offers him different games with this toy - it will move and sound. To prevent the game from being too monotonous, new elements and actions are gradually introduced into it.

Distribution of attention. After the child has learned to concentrate on one toy and include it in the game, he is offered several toys at once - he was rolling one car, and now two more new ones have appeared, they can also be rolled; he fed the doll delicious candy, and the teacher offers him a whole box of different treats. As a result, the game becomes more interesting, the child has a choice of how and what to play, but at the same time it requires some effort from him. First, the child learns to operate with several objects, then the task becomes more complicated: these objects lie not in front of him, but from different sides, the playing space increases; the child learns to play with only toys, without forgetting about those that are not visible now (“We feed the doll candy, but there are still apples behind us, we will take them later”). When the child completes tasks, the teacher, depending on the child’s capabilities, can place the necessary objects, pictures in front of him or distribute them throughout the table.

Switching attention. The world around us is constantly changing: morning, day, night, play time, lunch and sleep, etc. come. To actively exist in such a changing environment, a child must learn to switch attention from one activity to another. Within the framework of one game, he must stop one action and move on to another (fed the doll - put it to bed.). These transitions can be explained to the child to make it easier for him to interrupt a pleasant activity in which he feels confident and start a new activity: “The car has reached the end of the road, there is nowhere to go further, now you can remember what it brought and pour sand into the sandbox " At later stages of work, the child no longer needs the play context so much; he can move on to new activity According to the instructions, after collecting the picture, put the manual in the box and wait for a new interesting task. Then the child will be able to make a more abrupt transition, for example, at the request of the teacher, he will stop playing and go to class.

Development of thinking

Thinking is a complex mental function that ensures a child’s life and learning. In order to navigate the world around us, master new information, and interact with other people, a child needs to be able to establish similarities and differences between objects and phenomena, classify objects, and trace the cause-and-effect relationship between events.

Visual-effective thinking.

During the game, the child gets acquainted with different objects. At this stage the following tasks are set.

1) understanding the functional purpose of objects. In order to perform meaningful actions with objects, it is important to understand how to use them, what you can do with them: you can drink from a cup, drive a car, etc. So, the child (first imitating the teacher, then independently) feeds and dresses the doll, carries the blocks in the car.

2) formation of ideas about similarities and differences. The child learns to find identical and (later) similar objects. He is asked, for example, to put the balls in one box and the cars in another. The task can be complicated by offering the child similar objects that differ in some way (large and small toys, red and green cubes, etc.). Next, the number of objects with which the child operates increases, as well as the number of groups into which these objects need to be divided - from two colors they move to four, medium ones are added to small and large toys.

The sign that the child must highlight also becomes more complex - various geometric shapes appear (here you can fold boards with inserts, a “mailbox”).

3) forming an idea of ​​size. When a child distinguishes between several sizes, he can assemble a pyramid, observing the correct sequence of rings. Operating with objects of different sizes, he sees from experience, for example, that small objects can be placed in different boxes, but a large object does not fit in a small box. He learns to correlate different objects of similar size (toys and boxes), and to assemble a matryoshka doll.

4) understanding cause and effect. By performing actions with objects, the child learns to understand the connection between events (pushed a toy - it fell, tilted a jar - water poured out of it and wet clothes, etc.), and then predict events (if you roll a ball from a special slide, it will hit ring the bell and a pleasant sound will be heard).

Visual-figurative thinking.

1) establishing a connection “picture – object – word”. The transition to the level of visual-figurative thinking assumes that the child can understand and establish a connection between a picture, an object and the word denoting it (see development of visual perception).

2) establishing a connection between the picture and the event. Next, the child establishes a connection between the picture and the ongoing event (for example, a drawn cup means that it is time to go have tea, and a drawn table means the beginning of a lesson). With a child who has moved to this level of thinking development, it becomes possible to draw up a daily schedule in which the main events are reflected in simple, understandable pictures. Children who do not use speech to communicate can learn to express their desires using pictures - show an adult a picture of a cup when they want to drink, or outerwear when they want to go for a walk. This way of communicating and organizing life is also used in working with autistic children.

3) understanding the meaning of plot pictures. The child learns to analyze the image and understand what is happening in the picture. It should be taken into account that for ease of perception, the picture should be clear, there should be no unnecessary details that can distract the child’s attention and complicate perception. A child can use a word (if he uses speech) or an action or gesture to express that he understands the content of the picture - put the cup on the table in the same way as it is in the picture, say or depict how the bear sleeps, etc.

4) understanding series of plot pictures. To understand what is happening in several consecutive pictures, the child needs not only to understand the content of each of them, but also to trace the connection between the pictures. Here he is asked to put several pictures in order and tell (if available) what is happening. First, the plot should be as close as possible to the reality understandable to the child, reflect familiar and familiar events (the boy got up, got dressed, had breakfast, etc.). The connection between them should be obvious. Subsequently, the plot can be complicated.

Correction of dysfunctions of the third functional block of the brain

The third block of the brain is the block of programming, regulation and control of complex forms of activity. It ensures the organization of active, conscious mental activity - this is the regulation of behavior, drawing up a plan and program of actions and monitoring their implementation. It is impossible to work with a child who is not able to voluntarily regulate his behavior by sitting for a long time at the table and expecting him to perform tasks that do not necessarily interest him - he will not sit, listen to the teacher, or do what he does not want. Therefore, the main tool for children with severe developmental disorders (at least in the first stages of work) is accessible play.

Involuntary concentration and retention of attention. At the first stage of classes, the child, as a rule, shows pronounced disturbances in the voluntary regulation of activity, often - field behavior. He is not yet capable of either individual or, especially, group classes, which require concentration of attention for a certain time, following instructions, and the desire to achieve results.

At this stage it is important to find an activity that the child is capable of and that he enjoys - this could be a simple manipulative game, some children may focus on sensory sensations or certain time listen to the music carefully. The teacher joins in this activity and creates conditions in which the child is attentive and focused (at first for a few seconds, gradually the time of active attention increases). It is not difficult for the child to carefully observe the teacher or perform certain operations, since this activity is chosen specifically taking into account his preferences. If classes are held regularly and this pleasant experience is constantly repeated, the child remembers the comfortable situation, strives to repeat this feeling, and waits for the time for class to come again.

In other classes, specialists also observe the child’s behavior and determine what toys, pictures, songs, and sports equipment he likes, and what he can focus on for a while. The results of these observations must be taken into account when drawing up a program of activities for a given child and the group he attends.

Introduction of a simple teacher-controlled program. Gradually, the child begins to notice other sensations and experiences associated with already familiar activities - the teacher has more means to attract and retain his attention. In addition, you have the opportunity to choose: you can roll the car, listening to the sound of the wheels on the floor or on the carpet, you can hide and look for the same car in the room, you can load it with different toys, peas, sand, etc. – the child randomly selects from the mastered repertoire of games a certain one, the most attractive at the moment.

The game available to the child gradually becomes more complex - new details appear in it, and it takes longer than at the beginning of classes. Familiar operations are combined into a simple sequence that is gradually learned by the child. An action program appears, the implementation of which is first controlled by the teacher.

Drawing up an action program together with the child. At a certain point, the child again has a choice: he can perform the learned operations in a different order. For example, you can first drive a car along the floor, listening to the noise of the wheels, and then pour cubes out of the body and listen to this sound; But you can do it differently: build a road out of cubes (the car will drive along it with a different sound), and carry sand in this car (it can also be loaded and poured out). Complex operations that are currently inaccessible to the child are almost entirely carried out by the teacher, but the child has the opportunity to help him by getting involved in the work. The choice of the game (and with it the drawing up of a program of actions) now passes to the child - this requires active planning from him, but at the same time makes the game interesting for him (previously, the teacher decided what would be pleasant for the child, and his assumption was not always correct) .

Complicating the program. When the child can hold and complete a simple program, the teacher invites him to change the game by adding a few more attractive details. This is possible if the child trusts the adult and knows that he offers interesting things and not boring tasks. The game also turns out to be interesting, the child agrees to participate in it, but for this he needs to hold and consistently perform several specific actions: build a road (otherwise the car will get stuck in a swamp), load it (choosing what exactly it will carry), put it in the cab driver, drive the car along the road and unload the toys. At the next stage, the number of parts will increase again: the car will stop at a gas station along the road, stop at a traffic light, etc. Some details will be suggested by the teacher, others will be invented by the child himself, adhering to the chosen plot. It is important that the teacher’s requirements are subject to the context of the chosen game, so that he can explain to the child why it is necessary to dress the doll in exactly such clothes (because it is raining outside, without a raincoat she will get wet), etc., so that the child accepts these requirements.

The activities included in the game also become more complex: forks appear on the road, so you have to decide where to turn (or follow the teacher’s instructions); the road itself is made of cubes different color(to build the right road, you need to alternate colors); Only “live” passengers (dolls or animals) can ride in the cabin; the rest of the toys are cargo and are placed in the back, etc. The child follows these instructions from the teacher, knowing that after this he will play a familiar, interesting game.

The choice of tasks always depends on the interests of the child and at this stage is closely related to the plot of the game. The child is not yet ready to complete tasks, as a schoolchild does in class, but he can listen to the advice of an adult who tells him how to play more interestingly. Under this condition, the child is able to concentrate and perform actions that he had not previously attempted.

Transition from play to execution didactic tasks at the table. As the voluntary regulation of one's own behavior and the ability to self-organize develop, the child can follow more and more of the teacher's suggestions and instructions. At first, they are all subordinated to the general game, the child performs them because this makes the game more interesting. Gradually, the tasks are “removed” from the game, but their content is still connected to the plot: the child is asked to draw a car that he loves to play with, remember what else can drive on the road, etc.

Gradually, the child develops favorite tasks, which he performs with particular pleasure. These are no longer games in which participants are interested in the process, but tasks aimed at achieving a result (a collected or drawn picture, beads, an invented story). It is important to show the child that the teacher is satisfied with this result, to praise the child in a timely manner, and if difficulties arise, to provide the necessary help.

Formation of interhemispheric interaction

Mental activity is carried out under the condition of interaction between different parts of the brain. The connection between the two hemispheres of the brain is very important; if it is disrupted (or unformed), coordination of movements (for example, walking, working with both hands, interaction of arms and legs) is inaccessible or difficult. At a higher level, connections between verbal and nonverbal functions are not formed, the process of analyzing information suffers (for example, difficulties in recognizing objects falling into the left field of vision, one’s own emotional states and etc.).

According to the concept of A.V. Semenovich, any mental function is initially represented in the right hemisphere and, as it matures, “moves” to the left. If the interaction of the hemispheres is disrupted, such transfer becomes difficult, which leads to insufficient development of the corresponding functions. For example, the child remains at the stage of involuntary vocalizations, and phrasal speech as a means of communication and regulation of behavior may not develop. Timely correctional work on the development of interhemispheric interaction leads to the development of corresponding mental functions.

Development of general motor coordination. First of all, it is necessary to develop and expand general motor capabilities (for this there are special programs exercise therapy classes and a variety of outdoor games). On this basis, future work will be built to develop the interaction of arms and legs.

Formation of large friendly movements with both arms and legs. When the simplest movements are mastered and the child enjoys playing with familiar toys and moves around the room without fear of falling, the games become more complex - now the child learns to use both hands. He learns to catch balloon, the ball, hit it with both hands, and then alternately with your right and left hands. At home, the child masters various household activities with both hands: washing the floor, dishes, laundry, etc. At the same time, the child is offered activities with clay and dough - he kneads with both hands and sculpts simple figures.

Development of reciprocal coordination of arms and legs. The actions offered to the child gradually become more complex: from symmetrical movements (catch a ball, clap your hands, etc.) we move on to different hand movements (one hand holds a jar, the other unscrews the lid, etc.). It is recommended to use different lacing and large beads. Girls often like to embroider with a large needle, boys - to work with carpentry tools (hammering nails, tightening nuts, etc.). The movements of the child’s legs also become more complicated: from simple walking to playing football.

Formation of interfunctional connections. Both hemispheres of the brain take part in the course of each mental function, each of which plays its own role in its implementation. Thus, the left hemisphere, which is mainly responsible for speech processes and voluntary regulation of activity, allows us to verbalize, name what we are doing, and plan what is to be done. This important role of speech is clearly visible in a child who is mastering a new activity, for example, writing. First-graders often pronounce the letters and syllables they write (and sometimes even dictate to themselves where to draw a hook and where to draw a stick); in the process of mastering writing, the pronunciation is curtailed and goes into the internal plane, the child can write silently. The right hemisphere, responsible for imaginative perception, thinking, emotional regulation, allows mental processes to be carried out without relying on speech, giving emotional coloring events. Those. right hemisphere processes are more involuntary in their organization.

It is also known that the right hemisphere receives information from the left half of the body (what we feel with our left hand, hear with our left ear, etc.) and from the left field of vision. Accordingly, the left hemisphere deals with information received through the right half of the body and the right visual field.

In case of disruption of interhemispheric interaction, it becomes difficult to transfer information received by one hemisphere to the other, in particular, the connection between the speech and non-speech components of mental functions. However, it turns out to be difficult name(left hemisphere) what turned out to be left from us (right hemisphere), to realize and use this information in action.

During classes, the teacher helps the child learn to notice objects falling into the left field of vision, for example, when moving, he learns not to touch objects with his left shoulder, arm, leg, and to go around them. You can feel objects with your left hand and name them. For various types of activities, it is useful to attract the child’s attention to objects in the left field of vision. To do this, the teacher can specifically place objects that are interesting to the child to the left of him, making the left field of vision more relevant. The teacher names these objects and images, tells the child about them and encourages the child himself to name them (if speech capabilities allow); the teacher also includes these subjects in different kinds activities carried out by the child voluntarily - new, not yet mastered games.

In a similar way, attention is drawn to the right half of the body and objects located on the right - but in this case, one must strive to reduce the child’s volition.

Understanding your own experiences. It is important to teach a child to comprehend it emotional experiences. For example, a child screams, does not want to participate in a lesson, does not want to obey demands - the teacher in this case comments on his condition, saying: “You are tired” and suggests ways to overcome it: “You can go lie down on the sofa, swing on a swing (offer any other pleasant thing for you) child’s activity), relax, and then come back and finish the task.”

(GPO.

The history of the formation and development of special education on the territory of Belarus has its own characteristics. Researcher

historical roots and foundations of the formation and development of the special education system I.M. Bobla notes that:

• 
  specially organized state charity
  those with peculiarities of psychophysical development in pre-revolutionary times
  Noah Belarus did not exist;
• 
  decisive role in justifying the need and possibility
  the importance of teaching children with special needs was played by the contacts of Belarusian teachers
  Dagogov with Ya.A. Comenius, the activities of Vilensky professors
  University (Ya. Snyadetsky and others), enlighten the views of Russians
  lei (A. Radishcheva and others) and the practice of work of defectologists in Russia;
• 
  special institutions for the deaf and dumb, those who stutter and
  blind children were discovered at the end of the 19th - beginning of the 20th centuries. (Minsk,
  Vitebsk, Gomel).

Charity and treatment of the elderly and sick, including persons with disabilities in psychophysical development, were under the jurisdiction of the orders of public charity: Mogilev (1781), Minsk (1796), Vitebsk (1802), Grodno (1805), Vilensky (1808).

Among the first speech pathologists were teachers of the deaf and speech therapists M.Ya. Nisnevich, SO. Okun (Minsk School for Deaf-Mute and Stuttering Children - 1888), I.O. Vasyutovich (Vitebsk School of the Deaf and Mutes - 1896), P.P. Sliozger (individual education for the deaf-mute in Gomel - 1902, school for the deaf-mute in Minsk - 1908). Typhlopedagogical practice was carried out by I.U. Zdanovich, I.V. Georgievsky, K.S. Boltuts (Minsk School for Blind Boys - 1897). There were no schools for children with intellectual disabilities in Belarus before the revolution.

Materials from the 1897 census indicate that over 7,000 abnormal children lived in Belarus.

In 1920, schools for deaf-mute and mentally retarded children were created in Vitebsk, orphanages for mentally retarded children in Gomel and Mogilev, and in 1921 an orphanage for mentally retarded children was opened in Minsk.

The formation of a special education system in Belarus required the training of defectologists. The leading forms of training and retraining of personnel were courses offered on the basis of the best special institutions, and correspondence training for teachers of the republic at the defectology faculties of Myuou Russia.

According to I.M. Bobly, in 1940/41 academic year There were 32 special schools in Belarus: 18 for children with disabilities

ha, 10 - for mentally retarded children, 3 - for the blind, 1 - for children with hearing and speech disorders. About 3,000 students studied there and over 300 teachers worked there.

Immediately after the liberation of the territory of Belarus from the fascist occupiers, the Decree of the Council of People's Commissars of the BSSR dated October 9, 1944 No. 659 established a network of schools for deaf-mute and blind children: 11 schools for 1,400 students. By March 1945, there were 5 schools for the deaf and dumb in the republic (Mstislavl, Bobruisk, Gomel, Oshmyany, Novo-Grudok) and a school for the blind (Porechye village, Grodno region). In the fall of 1945, a republican school for children with hearing and speech disorders was opened in Kobrin (Brest region), and in 1949 the first auxiliary school in Vitebsk was equipped.

In the 60s, new types of schools appeared for Belarus: for the hearing-impaired and late-deafened (1961), for the visually impaired (1963), for children with musculoskeletal disorders (1964), for children with severe speech impairments (1966).

The training of professional specialists for the special education system in Belarus began in 1960, when in Minsk pedagogical institute them. A.M. Gorky, a defectology department was opened, which in 1976 was transformed into the defectology faculty (now the faculty of special education).

The 80s are characterized by a significant expansion of the network educational institutions for various categories of children with mental retardation: in 1980, schools for children with mental retardation were opened, the number of speech therapy centers at secondary schools and clinics, hospitals at audiology offices and dispensaries, at the Republican Center for the Pathology of Hearing, Voice and Speech increased.

Today in the Republic of Belarus, the problems of teaching and raising children with special needs of psychophysical development are of a state nature, the rights of these persons are protected by the law “Lb rights dzschya!n” (1992) and the law “On the education of persons with special needs of psychophysical development (special education)” (2004) .

1.1.3. Sociocultural foundations of defectology

In the history of the development of human civilization, the attitude of society towards people with peculiarities of psychophysical development has developed in the form of social “shelves” or “niches” that are assigned to them.

were diligent, and was manifested in the manner in which they were treated. Let's name some of these “niches” or models.

"A sick man"(essence: persons with special needs of psychophysical development are sick people considered as an object of treatment). It should be remembered that educational programs for such people should provide not only and not so much care and treatment, but training and development. This model stimulated the development scientific research in the field of clinical study of the causes and consequences of impaired development and possible methods of prevention and treatment of certain diseases, the consequence of which is the limitation of human capabilities. In modern conditions, this model is insufficient, since it in itself limits the capabilities of a person with special needs of psychophysical development.

"Subhuman"(essence: a person with peculiarities of psychophysical development is considered as an inferior being, approaching in its level to an animal). The model underlay the application of inhumane treatment towards such persons.

"Menace to Society"(essence: some categories of persons with special needs of psychophysical development pose a threat to society). The model was based on the opinion that these people can “send damage,” “cause misfortune,” and cause material and moral damage. Society protected itself from this potential “threat” by creating boarding schools, closed institutions of charity, often in remote places, sometimes with a strict regime of detention in them. Training was either absent or insufficient.

"Object of Pity"(essence: a person with special needs of psychophysical development is treated as small child who doesn't grow up by staying in childhood forever). The main task of the model is only to protect a person with mental retardation from the “bad” world around him through isolating him from society, creating comfortable environment habitat rather than providing assistance in education and development.

"Object of onerous charity"(the essence of the model is that the costs of maintaining persons with various disabilities are considered as an economic burden, which they try to reduce by reducing the amount of assistance provided).

"Development"(essence: society is responsible for more than half the development of a child with mental retardation). The model emphasizes the presence of

persons with peculiarities of psychophysical development of abilities for education and development. Society is charged with creating conditions favorable for the development and correctional and pedagogical assistance of such children: a person with special needs of psychophysical development has the same rights and privileges as all other members of society (the right to live, study, work in their area, live in communities home, to choose friends and be friends with them, the right 6i.li I. to be a welcome member of society, the right to be like "her).

The formation and development of defectological science was based on various sociocultural ideas And concepts, determining society’s attitude towards persons with special needs of psychophysical development (Table 1.1).

Table 1.1

Sociocultural ideas and concepts

Concept	Essence
The concept of social rehabilitation of a person with peculiarities of psychophysical development (late 19th - early 20th century)	The idea of ​​human social utility; the idea of ​​the value of special education (introduction to work through correction and compensation of the defect)
The idea of ​​racial biology (racial hygiene)	The futility of supporting persons with special needs, sterilization and physical destruction of “inferior” people
Paternalistic concept	Priority of the interests of society over the interests of the individual; “second-rate” and low-quality people with special needs of psychophysical development; organization of training in individual educational institutions; weak social and professional protection of disabled people; formation of dependent attitudes among people with limited ability to work
Modern concept of social rehabilitation of persons with OPFR	Priority of individual interests over the interests of society; independent lifestyle of the individual

At the present stage, the leading directions new coupledigms defectology are:

humanization- the goal of special education is to make the life of a person with special needs of psychophysical development full and worthy (inclusion in social relations, support for the formation of individuality, etc.);

fundamentalization - philosophical-categorical analysis,
rethinking and clarifying the general parameters and differences of the norm

and pathologies;

integration- forms of joint education and upbringing
those with special needs of psychophysical development with their healthy

peers.

Thus, we can draw a conclusion about the historical, cultural and economic determinism of the sociocultural foundations of defectology. The current stage of development of defectology science is closely related to the processes of integration of persons with special needs into society.

1.1.4. Basic categorical apparatus of defectology

Table 1.2

Basic terms of defectology

Term Correction

Compensation

Adaptation

Rehabilitation

Habilitation

Socialization

Definition

A system of psychological, pedagogical and medical-social measures aimed at correcting or reducing physical and (or) mental disorders

Compensation to one degree or another for unimpaired, impaired or lost functions and condition m due to restructuring or increased use of preserved functions

Adaptation of a person as an individual to existence in society in accordance with the requirements of this society and his own needs, motives and interests

Restoration of impaired body functions and ability to work, achieved by using a complex of medical, pedagogical and social measures. Initial formation of an impaired ability to do something (applied to young children with characteristics of psychophysical development) A two-way process that involves the formation of an individual’s ability to function in society on the basis the assimilation of social norms and methods of social behavior, as well as the active reproduction of the system of social connections by the individual

The concept of correction is central in defectology science. The entire history of special (correctional) pedagogy can be presented as the history of the development of the theory and practice of correctional work. The correctional systems and concepts of Eduard Segep (1812-1880), Maria Montessori (1870 1!)G)2), OnpdaDecroli (1871-1933), L.S. are widely known. Vygotsky (1896-1934), L.II. Graborov (1885-1949) and others.

Correction can be both direct and indirect. In this regard, it is customary to distinguish direct correctiontion(direct use of special didactic materials and methods of influence) and indirect(the entire learning process has a corrective value; the main ways are to clarify and correct existing experience and form new ones).

The implementation of corrective action requires the use of a variety of means. All correction means conditionally can be divided into traditional(play, study, work, extracurricular work, socially useful activities, regimen, treatment and preventive measures) and non-traditional(alternative: sensory and psychomotor training, legoteca (Lego games with constructive content), aromatherapy, hippotherapy (from the Greek “ippo” - horse), art therapy, music therapy, etc.).

Most traditional remedies have a broad meaning and involve correction of the personality as a whole. Alternative means, as a rule, are aimed at the development and correction of individual functions and are used in combination with other measures (T.V. Varsnova). The choice of correction means involves relying on the socially significant content of the material.

According to V.P. Kashchenko, the basis of pedagogical correction is the following provisions:

• 
  organization of a unique children's environment that involves
  taking into account the “small world in which the child lives”;
• 
  the effectiveness of the pedagogical tools that he owns
  dagog;

• 
  constant continuous study of the child;

• 
  joint work of various specialists (doctors, teachers,
  psychologists).

The opinions of the authors are unanimous in their understanding of the importance of early correction in the formation and development of the personality of a child with special psychophysical development: the sooner correction work is started, the less difficulties it will have

motor, speech and intellectual development. The early start of correctional work makes it possible to more effectively compensate for deviations in the mental development of a child at risk, thereby mitigating secondary deviations. Timely assistance and correction make it extremely possible!]) to “smooth out” developmental deficiencies and problems, and in some cases even eliminate them, thereby ensuring a full life for the child.

As noted by V.G. Petrov, early identification of children with special needs of psychophysical development should first of all be carried out in families with “increased” risk, which include families that already have:

• 
  child with developmental disorders;
• 
  family members (grandparents, uncles, aunts) with disabilities

development of any kind;

• 
  children who have suffered intrauterine hypoxia, birth asphyxia
  this, trauma, neuroinfection, etc.;
• 
  parents who have been exposed to radiation,
  lived in unfavorable environmental conditions, worked in
  hazardous health conditions in the chemical industry;
• 
  mothers who suffered an acute infection during pregnancy
  disease, severe toxicosis, trauma;

• 
  one of the parents is a drug addict or suffers from alcoholism.
  Early correctional assistance involves:
• 
  the earliest possible detection and diagnosis of disorders in

development;

• 
  reducing the gap between the moment a violation is detected
  development in the child’s development and the beginning of targeted correction
  no help;
• 
  mandatory inclusion of parents in the correction process;
• 
  corrective impact on all areas of child development and
  creating the necessary conditions for the development of his personality.

One of the forms of early correction is the system of pedagogical patronage for young children (from birth to 3 years), which has become widespread in many countries of the world (USA, 1970). According to the definition of L.I. Aksenova, patronage: - This is a special type of assistance to a child, his parents, and teachers in solving complex problems related to survival, rehabilitation treatment, special training and upbringing, socialization, and the formation of a growing person as an individual.

A qualified teacher visits the family once a week and draws up a program of parental pedagogical activities.

seven upcoming days, teaches them all the basic actions (shows them how to organize observations, record results in special printed forms), monitors the implementation of the previously proposed work plan, provides didactic aids and educational toys from the toy library, organized according to the principle of libraries.

Medical-social-pedagogical patronage (MSP-patronage) is becoming the leading form of organizing early correctional assistance for children with special needs of psychophysical development in our country. SME-tuning is implemented as a wide range of long-term rehabilitation assistance measures aimed at the family of a child with special needs. This assistance is carried out in the process of coordinated work of specialists of different profiles.

SME patronage includes: diagnostics, assistance in choosing an educational path, design of individual correctional and rehabilitation programs, primary assistance in the implementation of plans.

Thus, correction can be considered as a specially organized psychological and pedagogical impact, carried out in relation to high-risk groups and aimed at restructuring, reconstructing those unfavorable psychological formations that are defined as psychological risk factors, at recreating the child’s harmonious relationship with the environment.

The essence of the compensation process (from the Latin compensatio - compensation, balancing) is to compensate for, to one degree or another, disturbed functions and conditions: the brain receives signals from damaged areas (a kind of SOS signals), in response to which it mobilizes protective mechanisms, “reserves” reliability of a living organism" and counteracts the pathological process (T.V. Varenova). When the optimal result is achieved, the mobilization of defense mechanisms stops.

The disorder has a dual effect on the development of the child: on the one hand, it impedes the normal functioning of the body, on the other, it serves to enhance the development of other functions that could compensate for the deficiency. This circumstance was emphasized by L.S. Vygotsky, saying: “The minus of a defect turns into a plus of compensation.”

Compensatory mechanisms depend on the nature of the disorder, the time and degree of damage to the function, a number of psychological

factors (awareness of the violation, orientation towards compensation, etc.), as well as the timeliness of providing qualified assistance. Without the ability of higher nervous activity (HNA) to mobilize its reserve capabilities, effective pedagogical work is difficult and the more effective correctional and developmental work is; activity, the more stable new conditioned connections are consolidated in the central nervous system (CNS).

Compensation, as indicated by L.S. Vygotsky, maybe biological And social.

The established compensatory processes are not absolute (sustainable) in nature, therefore, under unfavorable conditions (excessive loads, stress, illness, seasonal deterioration in the body’s condition, abrupt cessation of educational and training sessions, etc.) they can disintegrate. In such cases there is idecompensation, those. relapse (repetition, return) of functional disorders. This mental phenomenon must be taken into account in * pedagogical interaction. With the phenomena of decompensation, serious impairments in mental performance, a decrease in the rate of development, and changes in attitudes towards activities and people are noted.

The phenomenon of compensation should be distinguished from pseudocom pensions, those. imaginary, false adaptations, harmful formations that arise as a result of a person’s reaction to TS or other undesirable manifestations towards him from people around him (defiant behavior of a child when it is impossible to attract attention to himself in other ways).

Correction and compensation are closely related to rehabilitation (restoration), which includes measures to ensure and (or) restore functions, compensate for their loss or absence, and remove functional limitations. In UN documents, the term “rehabilitation” means “a process designed to help people with disabilities achieve and maintain optimal physical, intellectual, mental and/or social levels of functioning, thereby providing the means to change their lives and expand their independence.”