Peculiarities of educational activities organization at the special (correctional) educational institutions of the 8 type and prospective directions of its development

Abstract

For a long time the possibility of teaching and educating mentally retarded children was denied and the possibility of training was first proved by the French psychiatrist J. Itar in 1799. At present, the role of pedagogical influence does not cause doubts in the education and upbringing of these children. All the mentally retarded children are characterized by significant deviations in thinking, perception, speech activity, memory, attention, volitional processes, emotional sphere. These deviations not only negatively affect their education and upbringing, but also their socialization and integration into modern society. Therefore, the goal of education and training of a mentally retarded child is the formation and development of his vital skills and skills for his subsequent socialization and integration into modern society. A mentally retarded child must master the vital skills and abilities to the extent that they are individually available to him. The formation of a base of vital skills and skills requires a special approach and occupies one of the priority areas in the activities of special (correctional) educational institutions of the 8 type. But, despite the large number of works devoted to the education and upbringing of mentally retarded children, its socialization and integration into modern society is at present the most important social and pedagogical problem.