Professional activity of a correctional teacher at the institutions for children with special educational needs

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ROFESSIONAL ACTIVITY OF A CORRECTIONAL TEACHER AT THE INSTITUTIONS FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

A.O. Kosovska

Annotation

The article presents the concept of correctional (special education) teacher based on current legislation and studies the network of institutions for children with special educational needs, which are subordinated to various ministers of Ukraine, in particular: the Ministry of Education and Science of Ukraine (MES); the Ministry of Social Policy of Ukraine; the Ministry of Health of Ukraine (MoH). Considering the purpose and specifics of the institutions that provide education and upbringing of children with special educational needs and in their activities are subordinated to various ministers of Ukraine, the essence of the professional activity of a correctional teacher in each of the relevant institutions is highlighted, in particular: in the pre-school education institutions of compensatory and combined types, in the special school; in the educational and rehabilitation centre, in the inclusive education institutions, in the inclusive resource centres, which are subordinated to the Ministry of Education and Science of Ukraine; in the orphanage, in the comprehensive rehabilitation centres, which are subordinated to the Ministry of Social Policy of Ukraine; in the childcare home and in the rehabilitation institutions, which are subordinated to the Ministry of Health of Ukraine.

Key words: correctional (special education) teacher, professional activity, pre-school education institutions of compensatory and combined types, special school, educational and rehabilitation center, inclusive education institutions, inclusive resource center, orphanage, comprehensive rehabilitation center, childcare home, rehabilitation institutions.

Introduction of the issue

The up-to- date specialty that unites three leading fields, in particular, pedagogy, psychology, and medicine, is the specialty of the correctional teacher, who is empowered to provide comprehensive education and upbringing of children with special educational needs. In Ukraine, the system of education for children with special educational needs has a vertical- horizontal structure: the vertical structure is developed considering the child's age and levels of curricula, while the horizontal one is developed considering the nature of the psychophysical disability of the child. That is why today in Ukraine, there is an extensive network of institutions for children with special educational needs, which, depending on their purpose, are subordinated to various ministers of Ukraine, in particular: the Ministry of Education and Science of Ukraine (MES); the Ministry of Social Policy of Ukraine; the Ministry of Health of Ukraine (MoH). Given the above, it is necessary to study the specifics of functioning of institutions of different subordination, which provide education and upbringing of children with certain features of psychophysical development, as well as to characterize the professional activity of the special education teacher in the relevant institutions.

Current state of the issue

The analysis of scientific research made it possible to outline the range of specialists who studied the features of professional activities of correctional teachers in their works, in particular: O. Havrylov, N. Kompanets, S. Myronova, Y. Pinchuk, Savchuk, V. Sinyov, D. Schulzhenko and others, who studied the specifics of the professional activity of correctional teacher in special institutions; M. Buynyak, I. Dmytrieva, T. Dokuchyna, A. Kolupayeva, Z. Leniv, O. Martynchuk, N. Moyseyuk, Y. Nayda, L. Pryadko, N. Sofiy and others, who paid their attention to the features of the professional activity of correctional teacher in the inclusive education institutions. Most research on the professional activity of correctional teacher is carried out by studying educational institutions, which are subordinated to the MES. However, some issues of functioning of institutions for children with special educational needs, which are subordinated to other ministers of Ukraine, as well as the actual role of correctional teachers in these institutions are still insufficiently studied and need to be considered in detail.

Aim of research is to highlight the features of the professional activity of correctional teacher based on the analysis of the functioning of institutions for children with special educational needs, which are subordinated to various ministers of Ukraine.

professional activity correctional teacher

Results and discussion

Considering the works of many well-known domestic authors in the field of special education, until recently, a correctional teacher or a teacher-defectologist has been regarded as a specialist who directly carries out teaching and educating children with special educational needs [3]. Such definitions were determined in accordance with the directions of training of relevant specialists, which were carried out in the specialties "Correctional Education (according to the nosology)", "Defectology", and were approved by law. But starting from 2015, when the Resolution of the Cabinet of Ministers of Ukraine No. 266 as of April 29, 2015 "On Approval of the List of Knowledge and Specialties in Which Higher Education is Provided" came into force, the training of specialists providing educational services for children with special educational needs is carried out in the specialty 016 "Special Education", therefore, following current legislation, a specialist in the field of special education should be called a special education teacher. In addition, given the views of our days, the term "special education teacher" is a more humane definition than the term "defectologist". However, in the course of our study, we consider it appropriate to use the terms "special education teacher" and "correctional teacher", as the legislative and scientific developments have been gradually happening, so not all legal documents use a single term "special education teacher".

The scientifically substantiated division of special pedagogy into its separate branches has led to the emergence of narrow-profile special teachers, the professional activity of each is aimed at working with children that have certain psychophysical disabilities. In accordance with the existing branches of special pedagogy, correctional (special education) teachers are classified as: teachers of the deaf, whose pedagogical activities are aimed at working with children with hearing impairments; teachers of the blind, who work directly with children with visual impairments; teachers of the mentally defective, who teach and upbring children with intellectual disabilities; speech therapists, who work with children with speech disorders [3: 28-30]. Each narrow-profile specialist has its specifics of the pedagogical activity, which is characterized by the appropriate professional skills of working with children, depending on the specific nosology and the institution where the child is. However, all the above-mentioned specialists have one specialty - Special Education. Therefore, special education (correctional) teacher is a specialist who has education in specialty 016 "Special Education” and mastered the relevant knowledge, skills, and abilities to carry out teaching and educational work with children with special educational needs [11].

To ensure a comprehensive study of the features of professional activity of the correctional teacher, the analysis of the specifics of functioning of institutions for children with special educational needs has been conducted, which are subordinated to various ministers of Ukraine, in particular: the Ministry of Education and Science of Ukraine (MES); the Ministry of Social Policy of Ukraine; the Ministry of Health of Ukraine (MoH).

A significant number of educational institutions for children with special educational needs are subordinated to the Ministry of Education and Science of Ukraine, in particular: pre-school education institutions of compensatory and combined types; special schools; educational and rehabilitation centres; inclusive education institutions.

In accordance with the Law of Ukraine "On Pre-School Education" and the Regulations on Pre-School Education Institution, approved by the Resolution of the Cabinet of Ministers of Ukraine No. 305, there are pre-school education institutions of compensatory type (a nursery and a kindergarten) for preschool children with special educational needs, the staffing of which is carried out considering the specific type of psychophysiological disability of the child, which in turn are divided into special and sanatorium, as well as pre-school education institutions of combined type, which, in addition to general development groups, have special groups of compensatory type or inclusive groups [5].

In accordance with the Procedure for Staffing Pre-School Education Institutions (Groups) of Compensatory Type, approved by the joint Order of the MES and the MoH No. 240/165, the main purpose of pre-school education institutions and special groups of compensatory type is to form and develop the personality of a child with special educational needs, strengthen his or her health and ensure socio-psychological rehabilitation and adaptation to living conditions by creating a special teaching and educational process that combines correction and development, as well as medical and health work. The educational process in the relevant pre-school education institutions is carried out using separate programs and methodologies that are based on the Basis Component of PreSchool Education, approved by the MES together with the MoH. The effectiveness of the results of the educational process directly depends on the staffing of the institution. The number of special education teachers, as well as pre-school education institutions of compensatory and combined types, is determined by the Order of the MES No. 1055 "On Approval of Standard Staffing Standards for PreSchool Education Institutions", according to which the positions of special education teachers are introduced considering the number of children (groups) of relevant nosology and working hours of such institutions [5]. In particular: one full-time position of a teacher-speech therapist is for each group of children with speech disorders in the relevant institutions; for children with hearing, visual, musculo-skeletal and motor function impairments, mental disabilities, as well as intellectual disabilities that have additional speech disorders, special pre-school education institutions introduce one full-time position of a teacher-speech therapist for every 10 children with severe speech disorders or for every 12 children with minor speech disorders; for every separate group of children with visual, hearing, musculo-skeletal and motor function impairments, intellectual disabilities, one full-time position of a teacher-defectologist of a narrow profile is introduced depending on the type of psychophysiological disability of the child. Additionally, two full-time positions of assistant teacher are introduced in the special pre-school education institutions for each group where children with special educational needs stay round-the- clock [5].

Summing up the analyzed material, it should be noted that a significant number of correctional teachers are involved in the educational process of pre-school education institutions of compensatory and combined types, who must have higher education in the specialty 016 "Special Education” following the Procedure for Staffing Pre-School Education Institutions (Groups) of Compensatory Type, approved by the joint Order of the MES and the MoH No. 240/165. The analysis of legal instruments makes it possible to conclude that the professional activities of correctional teachers in pre-school education institutions of compensatory and combined types are special, because the correctional teacher, working on a partnership basis, must ensure the unity of training, education, and development of each pupil, considering his or her characteristics.

In accordance with the Law of Ukraine "On Complete General Secondary Education", a special school, educational and rehabilitation centre, and inclusive institutions of general secondary education are among the educational institutions that provide general secondary education to the children with special educational needs [6].

The organization of the special school activity is determined by the Regulation on the Special School, approved by the Resolution of the Cabinet of Ministers of Ukraine No. 221, according to which special schools are founded for children with special educational needs depending on the type of psychophysical disability of the child. In such schools, classes are formed considering the degree of disability. Additionally, special classes for children with complex disorders of psychophysical development can be formed in special schools if the child has at least one developmental disorder, which corresponds to the disorders of the main contingent of students of special school [6]. The specialization of a special school is determined by the educational program, which should correspond to the typical educational program and must include correctional, developmental, and educational components that consider students' needs and the specifics of their development. Educational programs and all changes are to be approved by the pedagogical council of the special school, which is a collegial governing body. The implementation of the educational process in special schools is ensured by the activities of teachers. The teaching staff of special schools consists mainly of teachers with special education, the number of them is regulated by the Order of the MES No. 1105 "On Approval of Standard Staffing Standards for Special Schools for Children in Need of Correction of Physical and Mental Development", according to which the staff of special schools is formed considering the type of institution, the number of students, relevant classes (groups), working hours, etc. In particular, regardless of the contingent of students, every special school has the position of a speech therapist (one full-time position for 25-30 students), as well as the position of a teacher-defectologist (one full-time position for one specialized cabinet (for hearing, visual impairments, etc.). Additionally, special schools have positions of educators, two full-time positions for each group of students. If children stay 24/7 in special school, the position of assistant educator is introduced, two full-time positions for each dormitory building [6]. Considering the legal analysis of staffing of special schools by teachers and the results of monitoring of the official websites of special schools in Ukraine, it is obvious that the special schools' staff consists mostly of correctional teachers.

Pursuant to the objectives, teachers of the special school deliver school subjects in the most accessible ways for students of the relevant contingent to learn the material, considering their individual characteristics, by creating integrated courses, modifying the content of scientific subjects, and developing an individual development program for students when needed. A characteristic feature of the educational process of a special school is the establishment of a psychological and pedagogical council as a consultative and advisory body, which main functions are to provide psychological and pedagogical support to each student of a special school, study the peculiarities of students' development, elaborate an individual development program, select optimal forms and methods of studying, monitor the dynamics of student development, as well as provide appropriate consultations as needed, etc. The psychological and pedagogical council is headed by the director of the special school; the obligatory participants of the council are full-time medical officer and teachers of the special school who have higher education in the specialty 016 "Special Education” ("Defectology", "Correctional Education" (according to the nosology)); other pedagogical staff and specialists may be involved in the work of the council as needed [6].

According to the results of the analysis of current legislation on the organizational principles of the activity of special school, it is necessary to point on the important role of teachers, in particular special education teachers, who directly ensure teaching and educational process for children with special educational needs, providing psychological and pedagogical assistance and correctional and developmental services to form and develop competencies for students' further independent life considering their individual characteristics. The professional activity of the correctional teacher of the special school is multifaced because relevant specialists are leading participants in ensuring the implementation of basic functions of psychological and pedagogical concilium, pedagogical councils, etc. in addition to conduction of correctional and developmental classes. The constant interaction of special education teachers with other participants of the educational process of the special school necessitates a team approach to the activities of relevant professionals.

The organization of the educational and rehabilitation centre is determined by the Regulation on the Educational and Rehabilitation Centre, approved by the Resolution of the Cabinet of Ministers of Ukraine No. 221 [6], according to which educational and rehabilitation centre is founded to provide general secondary education for children with special educational needs, caused by severe developmental disorders. Appropriate centres are created depending on the contingent of students and the direction of their activities; for the most part, there are centres for people who have one major disorder of psychophysical development in combination with others, so training and rehabilitation centres can combine several activities and be multidisciplinary, resulting in the creation of appropriate classes. The organization of the educational process of the centre is aimed at the student's personal development by forming his competence for independent living and the possibility of its application. The educational process of the educational and rehabilitation centre has a rehabilitation, correctional and developmental, as well as educational focus, which is determined by the educational program of the centre. The organization of the educational process in the educational and rehabilitation centre is similar to the educational process of the special school. A feature of the centre is the functioning of rehabilitation department that provides measures of social and living adaptation, psychological and pedagogical rehabilitation, and other rehabilitation activities provided under the individual rehabilitation program, which are previously agreed with the individual developmental program of the child. Special attention is paid to the formation of students' centre of social and living orientation, improving of communication, motor, mental functions, mastering the rules of social behavior, providing correctional and developmental psychological and pedagogical assistance. Educational and rehabilitation centre provides an opportunity for children with special educational needs who are studying in other educational institutions to receive rehabilitation services, including correctional, developmental, psychological, and pedagogical assistance. The provision of relevant services is carried out by the pedagogical staff of the centre in accordance with the conclusion of the inclusive resource centre on the comprehensive psychological and pedagogical assessment of the person's development [6]. The issues of staffing of the educational and rehabilitation centre are regulated by the Order of the MES No. 890 "On Approval of Standard Staffing Standards for Educational and Rehabilitation Centres", according to which the correctional and developmental classes stipulated by the centre's educational program for a permanent contingent of students and in accordance with the individual rehabilitation plan of students of variable contingent are carried out by the teachers who have higher education in the specialty 016 "Special Education" ("Defectology", "Correctional Education" (according to the nosology)) according to the relevant qualification. The number of positions of correctional teachers depends on the number of students (groups) in the centre and is determined by the rate, considering 18 hours of workload per week. For each group of children of the permanent contingent with homogeneous disorders, one position of correctional teacher (narrow-specialized teacher-defectologist) and one position of speech therapist are introduced. Additionally, appropriate positions are introduced for children with special educational needs of the variable contingent, if the number of such children is 11 to 25. Having analyzed the specifics of children's education in the educational and rehabilitation centre and correctional teachers' place in the centre's activity, it should be noted that the peculiarity of the professional activity of the correctional teachers in the appropriate institutions is the conduction of classes with the permanent contingent of the centre, which include one specific of work, and provision of rehabilitation services to a variable contingent of children, which requires other special attention. Therefore, the work of the correctional teacher in the centre is multifaced and has its own complexities, which in turn force the specialist to interact with many participants of the educational process.

The inclusive general secondary education institutions are functioning to educate children with special educational needs to socialize in society. The activities of inclusive institutions are regulated by the Law of Ukraine "On Complete General Secondary Education" and the Procedure for Organization of Inclusive Education in the General Secondary Education Institutions, approved by the Resolution of the Cabinet of Ministers of Ukraine No. 957 as of September 15, 2021, according to which the staffing of inclusive classes is carried out considering the level of student support, determined by the inclusive resource centre [7]. Depending on the level of support and individual developmental program, additional correctional, developmental, psychological, and pedagogical classes of individual and group orientation are conducted for students with special educational needs. Such classes are conducted by qualified staff of the institution or additionally involved specialists if necessary [7]. A feature of the inclusive education organization is the creation of a team of psychological and pedagogical support in relevant institutions, the activity of which is regulated by the Model Regulations on the Team of Psychological and Pedagogical Support of the Child with Special Educational Needs in General Secondary and Pre-School Education Organizations, approved by the Order of the MES of Ukraine No. 609 as of June 08, 2018 [8]. The main form of support team work is a meeting, during which the members of the team determine the directions of provision of necessary services to the child with special educational needs on the basis of the inclusive resource centre's conclusion, develop, adjust, and evaluate individual developmental program, discuss the results of monitoring individual changes of the child, exchange guidelines for inclusive education organization, advise teachers and parents on the peculiarities of the development of a child with special educational needs, his or her education and upbringing, etc. The list of participants of the support team includes permanent and additionally involved specialists depending on the educational needs of the child.

Each of the team members has clearly defined functions, the implementation of which in combination ensures the achievement of the main goal of the team. The correctional teacher is an integral part of the support team, who, in addition to correctional and developmental classes defined by the individual developmental program and monitoring of achievements in the appropriate sphere of development of a child, also provides recommendations to other team members, including teachers, on the organization of the education process for the children with special educational needs, as well as the specifics of the implementation of correctional and developmental technologies, the use of adaptive techniques, etc. within the scope of his or her professional activities [8]. Given the defined functions of the correctional teacher, it should be noted that the professional activities of the correctional teacher in inclusive educational institutions require constant interaction with other members of the support team, the success of which is possible only in case of good coordination of the teamwork.

As a result of legal analysis of activities of educational institutions for children with special educational needs, subordinated to the MES of Ukraine, it is necessary to highlight the importance of inclusive resource centres (IRC), as such centres conduct comprehensive diagnostics of children with mental and physical disabilities, resulting in a conclusion on a comprehensive psychological and pedagogical assessment of child development, based on which the child is enrolled to special and inclusive educational institutions.

The activities of the inclusive resource centre are regulated by the Regulations on the Inclusive Resource Centre, approved by the Resolution of the Cabinet of Ministers of Ukraine No. 545 as of July 12, 2017, according to which the specialists of the centre conduct a comprehensive assessment of the development of a child with special educational needs, ensure systematic qualified support by providing correctional, developmental, psychological, and pedagogical services to the children with psychophysical developmental disorders. The staff of the inclusive resource centre consists of psychological and pedagogical workers, specifically practical psychologists, and narrow-specialized special teachers, in particular speech therapists, teachers of the deaf, teachers of the blind, teachers of the mentally defective, and rehabilitation teachers. Relevant specialists individually assess the physical, speech, cognitive, emotional, and volitional development of the child, then prepare a conclusion on a comprehensive assessment during the session and obligatorily give it to the parents before further enrollment of the child to the educational institution. Also, the specialists of the centre join the teams of psychological and pedagogical support of the child in the educational institutions, participate in the development (adjustment) of individual developmental programs, provide consultations to the parents and methodological assistance to other teachers, assist in attracting additional specialists if needed [8]. That is, special teachers of the inclusive resource centre perform a coordinating function, providing comprehensive qualified support for children with special educational needs. Considering the specifics of the inclusive resource centre work, it is possible to point at the diverse interaction of the specialists of the inclusive resource centre with the characteristic features of teamwork.

Special institutions for children with special educational needs, which combine the provision of social, teaching, and educational services, are subordinated to the Ministry of Social Policy of Ukraine, in particular orphanages and comprehensive rehabilitation centres.

In accordance with the Standard Regulations on Orphanage, approved by the Resolution of the Cabinet of Ministers of Ukraine No. 978, orphanages are inpatient social and medical institutions operated for children with special educational needs who need outside care. Orphanages are designed for various types of care (inpatient, daytime, palliative), provision of social and psychological rehabilitation, as well as crisis and emergency medication. The provision of the complex rehabilitation measures for children is carried out in accordance with the individual rehabilitation plan provided by the Ministry of Social Policy of Ukraine, and ensured by the staff of the orphanage, which includes social workers, rehabilitation specialists, medical workers, and teachers, in particular educators and special education teachers (teachers-defectologists). An integral part of the rehabilitation of students is the teaching and educational process, which is carried out in accordance with the law using a certain form and set of methods that can ensure the correction of psychophysical disorders to acquire the necessary knowledge, skills and abilities for self-care and further life. The professional activity of correctional teachers of the appropriate type of institutions depends on the type of departments that operate at the orphanage [2]. According to the legal acts, there are four types of departments that can accommodate children under the age of 18, in particular:

1. Daycare department (groups), which is guided by the Standard Regulations on Daycare Department for Children with Disabilities, approved by the Order of the Ministry of Social Policy of Ukraine No. 653, and the State Standard of Daycare, approved by the Order of the Ministry of Social Policy of Ukraine No. 452. In accordance with the Regulations, children with disabilities with medical opinions are enrolled in the daycare department to obtain social daycare services (self-care assistance) and rehabilitation services in accordance with the individual rehabilitation program to develop self-care skills and support them. The main work of the department is focused on the provision of medical care. Pursuant to the staffing standards of the daycare department, two full-time positions of educator for each group of children (8-10 children in a group) and one full-time position of assistant educator for each 2-3 groups are introduced in addition to medical staff and social workers. At the same time, it should be noted that no permanent correctional teachers are provided by staffing standards. However, in accordance with the State Standard of Daycare, if necessary, other specialists may be involved in the department to provide social care services on a contractual basis, in particular psychologists, correctional teachers (speech therapists, defectologists), etc., who may be involved in a multidisciplinary team to specify the individual needs when drawing up an individual plan for the provision of social service [2].

2. The department (group) of five-day inpatient care, which is guided by the Standard Regulations on the Department (Group) of Five-Day Inpatient Care, approved by the Order of the Ministry of Social Policy of Ukraine No. 1409, according to which the department of inpatient care is designed for 12-15 children with disabilities who require outside care; with fewer children, the groups of inpatient care are formed, where children stay round-the-clock for five working days. The main tasks of the relevant departments are to assist students in self-care, to carry out rehabilitation measures in accordance with the medical opinion, to ensure medical care and educational services stipulated by the individual rehabilitation program of the child. The organization of the teaching and educational process is carried out in accordance with the educational programs (plans), approved by the MES. Special attention is paid to the correctional and rehabilitation components, which include correctional and developmental classes of the appropriate course and the formation of social skills. The provision of educational services is ensured by correctional teachers (teachers-defectologists).

Pursuant to the staffing standards, one full-time position of special education teacher is introduced in the department of five-day inpatient care for each group of 6-8 children [2]. Summing up the analyzed material, it can be noted that in addition to the intensive medical care for children in the department, the attention is also focused on the educational component, which is ensured by permanent special education teachers.

3. Transit department (groups), which in accordance with the Standard Regulations on the Transit Department (Groups), approved by the Order of the Ministry of Social Policy of Ukraine No. 1398, operates round-the-clock on the principle of inpatient stay to prepare children with disabilities for independent living according to the individual plan of provision of social service. The organization of the transit stay in the department is ensured by the qualified specialists, in particular medical and social workers, educators, and correctional teachers (teachers-defectologists). The teaching and educational process is organized in accordance with the programs of the development of children with special educational needs and relevant curricula. Special attention is paid to the correctional and rehabilitation work, which is carried out throughout the calendar year and corresponds to the individual plans of provision of social services. Correctional and developmental classes are conducted by correctional teachers, the number of which is one fulltime position for each study group of 6-8 children pursuant to the staffing standards [2].

4. The department (groups) of palliative care, which is guided by the Standard Regulations on the Department of Palliative Care for Older Persons, Persons with Disabilities, and Children with Disabilities, approved by the Order of the Ministry of Social Policy of Ukraine No. 1293, according to which the department provides social services to persons with disabilities, including children, who are unable to self-care or are at the final stage of an incurable disease, as a result of which they constantly need outside help. The provision of social palliative care services is carried out according to the individual plan. Special attention is paid to the development of self-care skills, provision of rehabilitation services depending on the student's needs, and constant monitoring of their health indicators. Palliative care is organized by a multidisciplinary team of qualified staff of the department, who have been trained in palliative care, and the coordinator of such a team is a specialist in social work. The team consists mostly of social and medical workers, as well as psychologists and other specialists, who may be involved if necessary. A feature of the team's work is constant consultations for family members on the specifics of palliative care, solution of social and legal issues, provision of socio-psychological support, etc. [2]. In the Department of palliative care, the organization of training and educational process in children's groups is provided by the pedagogical staff, in particular educators (two full-time positions for each group of 6-8 children with special educational needs), assistant educators (one full-time position for each 2-3 groups), and correctional teachers (teachers-defectologists), the number of which is one full-time position for each group of children with disabilities. The main focus is on the correctional and rehabilitation work in accordance with the individual rehabilitation plans (provision of social services), which mainly consists of subject-practical training, communication development, spatial orientation, different types of perception, household skills, and formation of social behavior, etc. [2]. As a result of the conducted analysis, it should be noted that the main activity of the Department of palliative care is the provision of social services, although the provision of training and educational functions is imposed mainly on the correctional teachers, who in turn join the interdisciplinary team on the palliative care for children with disabilities and are directly involved in the discussion of individual plans for the provision of social service, as well as interact with children's family members, providing correctional and pedagogical consultations.

In accordance with the Standard Regulations on the Comprehensive Rehabilitation Centre for Persons with Disabilities, approved by the Order of the Ministry of Social Policy of Ukraine No. 855, the comprehensive rehabilitation centres operate for persons, including children with disabilities, and children under three years of age who are at risk of disability. Relevant Centres have a specific purpose; and with a set of rehabilitation measures, they create the necessary conditions to reduce the display of existing disorders, correct them, prevent complications, as well as conditions for the all-round development of the personal potential of the child, formation of the basic social and living skills. The peculiarity of the Comprehensive rehabilitation centres is their structural branching, i.e., the possibility of creating a service of social home visits, a department of inpatient care, and separate rehabilitation departments, in particular: early rehabilitation; social; psychological; psychological and pedagogical; physical; physical culture and sports; professional; medical rehabilitation (medical observation), etc. The implementation of all rehabilitation measures is carried out in accordance with the child's individual rehabilitation plans that are developed based on individual rehabilitation programs. The provision of rehabilitation services is ensured by relevant specialists from among the doctors (pediatricians, therapists, neurologists, etc.), teachers (correctional teachers: speech therapists, teachers of the deaf, teachers of the blind, teachers of the mentally defective; rehabilitation teachers; educators, labor training teachers, etc.), medical staff (nurses in physical therapy, physiotherapy, massage), as well as psychologists, social workers, specialists in physical rehabilitation, etc. In the relevant institutions, the professional activity of the correctional teacher consists in the conduction of individual and group correctional and developmental classes in various fields, the provision of consultations to parents and legal representatives of children with disabilities regarding the peculiarities of their child's development, the specifics of developmental exercises, etc. In addition, correctional teachers are involved in the rehabilitation commission if necessary and participate in the formation (adjusting) of individual rehabilitation programs [1]. Considering the peculiarities of the organization of the comprehensive rehabilitation centres, the characteristic feature of complexity in the provision of rehabilitation services can be outlined, which is ensured by a team of qualified professionals, including correctional teachers, who conduct correctional classes to help the child to learn the educational component.

The Ministry of Health of Ukraine oversees institutions that provide a range of medical, correctional, rehabilitation, and educational services to the children with mental and physical disabilities, including:

> childcare homes;

> rehabilitation institutions (departments, subdivisions).

In accordance with the Standard Regulations on Childcare Home, approved by the Order of the Ministry of Health of Ukraine No. 123 and amended by the Order of the Ministry of Health of Ukraine No. 69, childcare homes are divided into two main types:

1. Childcare homes of general type, which function for children with typical development, who are left without parental care (orphans), as well as for children with developmental delays, caused by unfavorable upbringing conditions. Such institutions take care of children from birth to three years of age [9].

2. Specialized childcare homes, which function for children with mental and physical disabilities, who are left without parental care (orphans), in particular with organic lesions of CNS, including in combination with mental disorders, cerebral palsy; speech disorders; hearing, visual, musculoskeletal, and motor function impairments, etc. Such institutions take care of children from birth to four years of age [9].

Childcare homes ensure medical and social protection for children of appropriate categories, providing daily medical supervision, as well as medical and health, correctional, rehabilitation, teaching, and educational activities. The provision of necessary services and direct care is carried out by medical and pedagogical specialists, who work closely with each other on a partnership basis. The organization of the educational process is based on a personality-oriented approach considering the individual characteristics of the child. Specialized childcare homes paid special attention to the conduction of correctional and developmental classes using innovative methods; such classes are conducted by special teachers of the required specialization, depending on the nature of the child's developmental disorders [9]. Having analyzed the activities of the relevant type of institutions, it should be noted that the professional activity of correctional teacher is special, as it should combine pedagogical skills under the psychological and corrective influence and professional ability to interact with other specialists of the team to achieve a common goal.

According to the Law of Ukraine "On Rehabilitation in Health Care", rehabilitation institutions include rehabilitation hospitals (centres) and outpatient rehabilitation institutions that provide rehabilitation services during the acute and long-term period, as well as psychological rehabilitation centres and institutions of comprehensive rehabilitation. In their activities, rehabilitation departments are guided by the Standard Regulations on the Rehabilitation Department, Unit, approved by the Resolution of the Cabinet of Ministers of Ukraine No. 1268, according to which the departments provide comprehensive rehabilitation to persons with daily functioning disabilities, including children in need of rehabilitation. Rehabilitation departments (subdivisions) include acute rehabilitation wards in hospitals of different profiles, inpatient and outpatient departments after acute and long-term rehabilitation in hospitals, educational institutions of health care, as well as inpatient rehabilitation departments (after acute and long-term rehabilitation) at sanatoriums [10].

A feature of the rehabilitation institutions, departments (units) is the functioning of the multidisciplinary rehabilitation team, which provides comprehensive rehabilitation services according to the individual rehabilitation plan. The activities of the respective teams are regulated by the norms of the Standard Regulations on the Multidisciplinary Rehabilitation Team, approved by the Resolution of the Cabinet of Ministers of Ukraine No. 1268 [4]. Multidisciplinary teams are formed depending on the nosology of patients and considering their age category, so several teams can operate within one institution. The team is led by a doctor of physical rehabilitation. For children who need rehabilitation care, a team that includes various specialists is formed, including physical therapist, occupational therapist, doctors of the corresponding specialty (pediatrician, neurologist, pediatrician-neonatologist, etc.), psychologist, correctional teachers (speech therapist, teacher of the deaf, teacher of the blind, teacher of the mentally defective, etc.), assistants, rehabilitation nurse, and other specialists if necessary. Each specialist has clearly defined tasks that are aimed at achieving the overall goal of the team. The main form of work of multidisciplinary rehabilitation teams is weekly meetings, during which the results of patient examinations are reviewing, individual rehabilitation plans are developing (or adjusting), monitoring indicators are discussing, and the results of the implemented plan are evaluating [4, 10]. Summarizing the analyzed material, it should be noted that the obvious feature of the professional activity of correctional teachers in rehabilitation institutions is the direct work in various interdisciplinary teams they may be the part of.

Conclusions and research perspectives

Summarizing the conducted legal analysis of the activities of special institutions of different subordination, which provide educational services to children with special educational needs of different nosologies and severity of violations, it is necessary to distinguish the contingent of children in certain institutions and the nature of the purpose of relevant institutions, in particular: institutions subordinated to the Ministry of Health of Ukraine are aimed at upbringing of children of young age (infants) with mental and physical disabilities who need custody and guardianship, as well as children who need comprehensive rehabilitation; institutions subordinated to the Ministry of Social Policy of Ukraine are aimed at forming social and living skills of self-care of children with disabilities who mostly in need of outside care and comprehensive rehabilitation; institutions subordinated to the Ministry of Education and Science of Ukraine are aimed at providing pre-school and complete general secondary education for children of different nosologies with the appropriate age division, considering the type and degree of psychophysical development disorder. In accordance with the purpose of the specified institutions and the specifics of their work, the essence of the professional activity of a special education teacher depending on the type of institutions can be noted. The activity of correctional teachers is the most important in the institutions subordinated to the Ministry of Education and Science of Ukraine, as they directly ensure teaching and educational process, including correctional and developmental orientation. In special institutions subordinated to the Ministry of Health of Ukraine and the Ministry of Social Policy of Ukraine, the role of a correctional teacher is secondary, but his or her professional activity is an integral part of ensuring the comprehensiveness of services provided by the relevant institutions. As a result, a common feature is identified, which is specific to the professional activity of the correctional teachers in all types of institutions, regardless of their subordination, namely, the need for constant teamwork of correctional teachers, other participants in the educational process, and specialists of various specialization. Therefore, the education of children with special educational needs requires a team approach regardless of subordination of the institution, so the ability to work in a team should be an integral part of the professional activity of correctional teacher. The prospects for further study of the problem are seen in the experimental study of the level of readiness of correctional teachers for teamwork in teaching children with special educational needs at the institutions of different subordination.