Специальная (коррекционная) общеобр

Специальная (коррекционная) общеобразовательная школа 5 вида 2 г.Комсомольска-на-Амуре является участником апробации ФГОС для обучающихся с ограниченными возможностями здоровья, детей с тяжелыми нарушениями речи: (ОНР 1-3ур дизартрией, ринолалией, алалией, заиканием ,нарушением письменной речи, полиморфнаядислалией и др.), имеющими вторичную задержку психического развития, органическими нарушениями развития личности.[4].К таким детям необходимо особенно проявлять заботу, гуманное отношение, душевное тепло, понимание детских трудностей и проблем, принятие ребенка таким, какой он есть, со всеми его достоинствами и недостатками. Не меньшее значение имеют различные виды педагогической поддержки в усвоении знаний: обучение без принуждения (основанное на интересе, успехе, доверии), одновременное подключение слуха, зрения, моторики, памяти и логического мышления в процессе восприятия материала, взаимообучение, диалогические методики, оптимальность темпа выполнения трудовых приёмов на уроках, индивидуализация в обучении. Необходима целенаправленная работа по развитию интеллектуальных способностей личности ребёнка, организация собственной учебно-познавательной деятельности школьников.

결과 (영어) 1:

Special correction comprehensive school 5 type 2 g. of Komsomolsk-on-Amur is a party to the approbation of the GEF for learners with disabilities, children with serious speech disorders: (ONR 1-3ur dysarthria, rinolaliej, alaliej, stuttering, impaired writing, polimorfnaâdislaliej, etc.), with secondary mental development delay, organic disorders of personality development. [4]. these children need particular care, humane treatment, warmth, understanding children's difficulties and challenges, the adoption of the child as it is, with all its advantages and disadvantages. Equally important are the various types of pedagogical support assimilation of knowledge: teaching without coercion (based on interest, success, confidence), simultaneous connection of hearing, vision, motor skills, memory and logical thinking in the process of perception material, mutual learning, Dialogic methods, optimality of tempo work methods in the classroom, individualization in teaching. Requires a purposeful work on the development of intellectual abilities of the individual child, the Organization of their own training and learning activities of students.

결과 (영어) 2:

The special (correctional) School 5 type 2 Komsomolsk-on-Amur is a member of the GEF testing for students with disabilities, children with severe speech disorders (EPD 1-3ur dysarthria, nasality, alalia, stuttering, violation of the written language, polimorfnayadislaliey et al.), having a secondary mental retardation, organic disorders of personality development. [4] .K these children especially need to exercise care, humane treatment, warmth, understanding children's difficulties and problems, the adoption of a child as he is, with with all its advantages and disadvantages. Equally important are the various types of educational support in the assimilation of knowledge: learning without coercion (based on interest, success, confidence), simultaneous connection of hearing, vision, motor skills, memory, and logical thinking in the process of perception of the material, mutual, dialogical methods, optimal speed performance labor techniques in the classroom, the individualization of learning. The need to focus the work on the development of intellectual abilities of the individual child, the organization of their own teaching and learning activities of students.

결과 (영어) 3:

special (коррекционная) public school 5 type 2 г.комсомольска na amure is party to the approbation of the gef for students with disabilities, children with severe speech impairments.(онр 1 - 3ур дизартрией, ринолалией, алалией, stutter, violation of the written word, полиморфнаядислалией etc.), with a secondary delayed mental development, organic mental development. [4].these children require special care, humane attitude, emotional warmth, understanding of the difficulties and problems, the child as he is, with all of its advantages and disadvantages.equally important are the various types of educational support in learning the knowledge, learning without coercion (based on interest, success, trust), the simultaneous connection of hearing, vision, movement,memory and logical thinking in the process of material взаимообучение, диалогические techniques, the optimal rate of labor actions in class, individualized learning.a focused work on the development of the intellectual capacities of the identity of the child, the own training and learning activities of students.