Oligophrenopedagogics

Oligophrenopedagogy is a branch of defectology that studies the problems of education and training of mentally retarded people and the issues of their social rehabilitation.

History of oligophrenopedagogy

The history of helping children with intellectual disabilities falls into three periods: before the October Revolution, in the USSR and now.

Before the October Revolution, the public in the person of philosophers, thinkers, doctors and educators spoke in favor of taking measures for the treatment and education of the feeble-minded. Particularly significant were the views of A.I. Herzen, V.G. Belinsky, N. G. Chernyshevsky, N. A. Dobrolyubova. In 1854 in Riga, Dr. Friedrich Pältz opened a medical-pedagogical institution for the low-ability, moronic, and idiots. Later it was transformed into a boarding house for epileptics and mentally retarded. Psychiatrists V. I. Yakovenko, I. G. Ignatieva, P. I. Kovalevsky played a huge role in the development of oligophrenopedagogy. A well-known specialist in the field of learning and education of mentally retarded children, P. I. Kovalevsky, points out the insufficiency of the assistance that public institutions provide to mentally retarded children.

“ At present, the entire Zemstvo Russia has arranged its unfortunate mentally ill patients quite correctly and completely rationally,” administratively medically administrative, Russia also takes up the matter little by little. Among those who are mentally ill there are undoubtedly many idiots who have found shelter, food, peace and tranquility. The society was saved from them and they were delivered from society. But that was the case. It is a ballast of institutions, eating and doing nothing. These are creatures that only take from society, but give nothing good to it ... It would be desirable to awaken in this matter, in this mass of matter, strength and energy, to revive it, spiritualize and direct it to the cause. "

A well-known figure in the field of education and upbringing of mentally retarded children, E. K. Gracheva, notes the harm to society of ignoring the importance of education and upbringing in helping children:

“ One charity creates only the parasites of society: lazy people, the maintenance of which is very expensive. "

In one of the first medical and pedagogical institutions in Russia for mentally retarded children, which was opened in 1882 by I. V. Malerevsky, educational influences were aimed at adapting children to a future life by means of imparting labor skills to them. The institution of I. V. Malerevsky existed for 20 years (from 1882 to 1903). It produced 401 pupils of both sexes. In the institution were taken children with varying degrees of mental retardation: from the most severe to relatively easy. Pupils were divided into 2 departments: the senior educational department was trained according to the program of secondary educational institutions and got acquainted with some craft; the junior department included children with more severe forms of mental retardation, they were engaged exclusively in physical labor. The key importance in the institution was given to physical work in the open air. In the summer, pupils moved to an agricultural farm, on which they were engaged in a variety of jobs that allowed them to partially provide their food. According to V.P. Kashchenko, in 20 years the institution has achieved the following results:

“ Out of 139 rep. the senior branch completely corrected 72, significantly improved 48; 59 people Received in secondary school. From 115 rep. the junior department fully recovered 34, put into the care of parents 41. The rest without a change. "

Great importance was attached to the training of children with intellectual disabilities for independent living through work in institutions for mentally retarded children under the guidance of EK Gracheva. It can be concluded that by the time of the global socio-economic changes that occurred as a result of the 1917 revolution, Russia had formulated the main provisions that opened the way to a new stage in the development of oligophrenopedagogy. Among these provisions are: the need for labor education as the basis for the integration of children with disabilities into society, normally developing ones, familiarizing children with creativity; widespread use of individual approach.

In the Soviet period , a differentiated network of institutions was established for the education of mentally retarded children. The development of oligophrenopedagogy in the Soviet period was determined by fundamental works, including: Eremenko I. G. “Organization of educational activities of students in auxiliary schools on the basis of increasing their cognitive activity”; J. lauzhikas "Essays on the education of the will of students (based on the study of the development and education of the will of students of junior classes of auxiliary schools)"; I.Groshenkov, “Visual activity as a means of educating and developing students in an auxiliary school”; V. Yu. Karvelis, “Social and Labor Adaptation of Graduates of Special Schools (on the Material of the Lithuanian SSR)”; M. Perova, “Methods of teaching mathematics in auxiliary school”; “A. A. Dmitriev. Pedagogical foundations of the correction of movement disorders in auxiliary school students in the process of physical education.”

Currently, research in the field of defectology is carried out at the Research Institute of Correctional Pedagogics of the Academy of Pedagogical Sciences of the Russian Federation. The problems of scientific research, the experience of teaching children with developmental disabilities are highlighted in the journal Defectology.

Causes of intellectual impairment

1. Causes of endogenous origin

• Chromosomal. Changes in the chromosomal structure or number of chromosomes are called chromosomal aberrations. Chromosomal abnormalities account for about 1-1.8% of all hereditary diseases and occur in 5-8% of children suffering from mental illness. A typical and widely known chromosomal disorder is Down syndrome or trisomy of chromosome 21, which accounts for about 13% of all chromosomal diseases and is rarely inherited. A total of about 300 different chromosomal aberrations have been described, and this list is constantly growing. The appearance of chromosomal abnormalities is affected by radioactive radiation and other types of radiation that poison chemical substances, including some medications, viral infections.
• Genes. A large group of hereditary disorders are gene aberrations. About 2000 of them are currently known, and this list is updated annually by genetic scientists. Gene aberrations can cause both mental and physical disorders. Their consequence may be intellectual impairments of varying severity. About 30 gene diseases are known, due to which development of the skeleton is disturbed, about 20 forms of deafness. Unlike most chromosomal abnormalities, which always manifest themselves at the birth of a child, the first signs of hereditary gene diseases are detected at any age. A special group of hereditary diseases consists of fermentopathy, during which, due to the insufficiency of certain enzymes, some biochemical processes in the body are damaged. Next to somatic pathology, dementia often develops. In this group, the phenylketonuria disease is well studied, in which the child is significantly behind in development. ^[1] .

2. Causes of exogenous origin

• Prenatal (antenatal)
• Birth (during childbirth)
• Postnatal (postpartum)

Infections are more likely to result from infections (rubella), intoxication (alcohol), and injuries. In this group, violations occur due to the negative impact of the environment. They may be congenital or acquired. A large group of violations cause adverse factors acting on the body during the development of the fetus. Adverse effects on the fetus in the period from 3 to 10 weeks of development can be the causes of the formation of gross malformations of the nervous system. In the event that violations occur at later stages of development, the severity of the defect may vary to varying degrees: from gross dysfunction or its complete absence to a slight delay in the rate of development.

Classification of intellectual disorders

• Currently, in practical work, psychiatrists use the international classification (ICD-10) according to the degree of depth of the intellectual defect.

• Mental retardation is divided into forms:
  • light (IQ in the range of 50-69),
  • moderate (IQ within 35-49),
  • heavy (IQ within 20-34),
  • deep (iq below 20).

Object oligophrenopedagogy

The objects of oligophrenopedagogy are the upbringing, training and social adaptation of children and adolescents with intellectual disabilities.

Subject oligophrenopedagogy

Oligophrenopedagogy is a pedagogical science. The subject of oligophrenopedagogy is the theory and practice of training, education, social adaptation and rehabilitation, integration of students with intellectual disabilities into society.

Tasks of oligophrenopedagogy

1. disclosure of the value of education in the correctional development of a mentally retarded child;
2. the study of patterns of mental development of the mentally retarded;
3. development of the content of methods, techniques, means of training and education of people suffering from intellectual disabilities and the organization of their life in special institutions.

Literature

• Zabramnaya S.D. Psychological and pedagogical diagnosis of the mental development of children: Proc. for students fact pedagogical and university universities / S. D. Zabramnaya. - 2nd ed., Pererab. - M .: Enlightenment, 1995. - 112 p.
• Kataeva A. A., Stebleva E. A. Preschool oligophrenopedagogics - Moscow: Vlados, 2005. - 207 p. - ISBN 5-691-00178-7
• Muller A. R. Education and training of children with severe intellectual disabilities: Proc. allowance for stud. defectologist. fact higher ped. studies. Heads and students of refresher courses, educ. on spec. 031700 - Oligophrenopedagogy / A. R. Muller, G. V. Tsikoto. - M .: Academy, 2003. - 208 p. - (Higher education)
• Shipitsyna, L. M. “Unteachable” child in family and society: Socialization of children with intellectual disabilities / L. M. Shipitsyna; Inst. Pedagogy and Psychology, MUSiR them. R. Wallenberg. - SPb .: Didactics Plus; M .: Institute of General Humanitarian Studies, 2002. - 496 p.
• Mozgovoy V.M., Yakovleva I.M. The Basics of Oligophrenopedagogy - 3rd ed., -M .: Akademiya, 2010. - 224 p.
• Bogdan N. N., Mogilnaya M. M Special psychology.