Russian model of hospital schools

Introduction. The article is devoted to the disclosure of the term “hospital pedagogy” and the description of the current reality in the issues of education of children in need of long-term treatment. The research analyzed scientific sources, experience and speeches of the developers of the concept of adaptive school, hospital school, rehabilitation and educational environment in order to clarify and describe the Russian model of hospital school. The author define the content of the concept and its structure, differences in regional approaches in the organization of education of children in need of long-term treatment, highlight the prospects for development and opportunities for dissemination of the most effective management and pedagogical practices.

Materials and methods. In the process of the research, the scientific literature and official statistics data on the organization of education for children in need of long-term treatment were analyzed.

the issue of organizing education for children in need of long-term treatment. Systematized and generalized practical experience in the creation and implementation of the educational and rehabilitation environment of education and upbringing within the framework of educational and rehabilitation environment of education and upbringing within the framework of the “UchimZnaem” project on the basis of the flagship site in Moscow, as well as the development of a system of networking between 67 hospital schools in the Russian Federation and neighboring countries.

Results. The approaches to understanding the term “hospital pedagogy” are defined, the model of hospital school and its structure are presented, and the results of the “UchimZnaem” project for ten years of its implementation are summarized. Six key blocks of the structural model of the Russian hospital school are identified, which should be taken into account when creating a full-fledged educational and rehabilitation environment for children in need of long-term treatment.

Discussion and conclusions. The conducted research allowed to identify the essential characteristics and features of the current stage of hospital pedagogy development, to define the essence of this concept as a system-forming pedagogical category and to develop key approaches to constructing the model of hospital schools, taking into account the historical heritage and different format of interaction innovations in the implementation of the model.

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