Directions of psychological and pedagogical support for children with disabilities. Organization of psychological and pedagogical support for children with disabilities and their families in a single educational space

Transformation of approaches to training, education and development of students with handicapped health education (hereinafter - students with disabilities) is aimed at the socialization of a person who has the skills of socially adaptive behavior in modern socio-economic conditions. One of the ways to solve this problem is inclusive education, which provides equal rights, accessibility, the ability to choose the appropriate educational route for any child, regardless of his physical and other abilities.

Russian society is gradually coming to an understanding that the collective education of children with disabilities and peers of a conventional norm has great importance both for the first and for the second group. One of the main provisions of inclusive education is the recognition of the value of the differences of all children and their ability to learn, which is conducted in the way that is most suitable for this child.

An important condition for effective work educational organization in the field of development of inclusive theory and practice is the effective management of the entire process of including a student with disabilities and his family in the general educational environment.

An analysis of the current situation allows us to conclude that this process, when implemented in practice, is complex and highly controversial, since clear mechanisms that are understandable to managers and practicing teachers have not yet been developed to effectively address issues of including students with disabilities in the educational environment. Today, the constituent entities of the Russian Federation are forced to solve many topical problems of organizing inclusive education on their own, often in a situation of limited financial resources.

One of these problems is the conditions for attracting specialists (tutor, etc.) who have the appropriate skills and abilities to work with children with disabilities. In our opinion, the situation is complicated by the fact that, for example, many educational organizations located in rural areas objectively do not have the ability to create special conditions for children with disabilities to stay there.

Meanwhile, an educational organization operating in an inclusive environment must provide all students with both opportunities to receive quality education, and for a full-fledged social life, active participation in the affairs of the team of the group (class), institutions, as a whole, thereby ensuring fruitful cooperation of all subjects of the educational process.

Creation of a system of psychological pedagogical support students with disabilities can be considered as one of the main conditions and components of the success of inclusion.

Today, the main task is to create an optimal and effective system of psychological and pedagogical support for inclusive education in institutions of various types and types based on existing experience in the field of education, training and education of children with disabilities.

Analysis of modern scientific literature on the problem of psychological and pedagogical support allows us to conclude that researchers have not yet developed a unified methodological approach to determining the essence of this process (Table 1).

Table 1

Researchers	The concept of "psychological and pedagogical support"
E.V. Kazakova	multidisciplinary method provided by the unity of efforts of teachers, psychologists, social and medical workers
R.M. Bityanova	the whole system of activity of specialists
N.S. Glukhanyuk	general working method
R.V. Ovcharova	one of the directions and technology professional activity psychologist and teacher of an educational institution
D.Z. Akhmetova, Z.G. Nigmatov, T.A. Chelnokova, G.V. Yusupova and others.	a flexible, long-term dynamic process that involves a holistic, organized and systematic activity of specialists in "helping professions" aimed at creating conditions for the successful functioning of participants in a single educational space

In modern theoretical approaches to the organization of psychological and pedagogical support in the context of inclusive education, the main emphasis is on the need to create such a system of actions in which the union in one class (group) of children with normal development and children with special needs of psychophysical development, has promoting the full participation of the latter in the life of the class (group).

Analysis scientific works and pedagogical practice on the stated problem allows us to highlight the principles of psychological and pedagogical support for an inclusive process in an educational organization: consistency; unity of diagnostics and correction; individual approach; ensuring positive emotional well-being of all participants in the educational process; interdisciplinary interaction in the team of support specialists .

In inclusive education, psychological and pedagogical support as a system of activities of specialists (defectologist, psychologist, social pedagogue, tutor, etc.) covers: students with disabilities and with conditionally normative development, their parents, as well as teachers participating in inclusive practice.

The escort service specialists carry out their activities on the basis of the recommendations of the psychological, medical and pedagogical commissions (PMPC), which are subject to mandatory consideration when creating special educational conditions for a child with disabilities.

It should be noted that in the process of psychological and pedagogical support, it is important to obtain information about the presence or absence of the status of a “child with disabilities”: - passed or did not pass the PMPK, as well as the presence or absence of a disability.

When determining the strategy and tactics of activities, the work program of specialists, support services take into account:

Possibilities of the educational environment of an educational organization for training and development in accordance with the requirements for the level of development of a student with disabilities;

Problems of creating an emotionally favorable climate in pedagogical, children's and parental teams;

Features of diagnostics of mental, personal and social development of a student with disabilities; -

The specifics of the implementation of programs of correctional-developing orientation in individual-group classes.

In this regard, we note that specialists of support services working in conditions of inclusion in an educational organization are subject to rather high professional requirements: the availability of an appropriate higher education, qualifications in the field of activity. Such a specialist should not only be proficient in the methods of diagnosing, consulting, correcting, training and developing students with disabilities, but also have the ability to systematically analyze problem situations, program and plan activities aimed at resolving them, co-organizing participants in the educational process for these purposes.

The conceptual guidelines for support are not so much overcoming failure in learning, but rather solving the problems of social adaptation of students with disabilities, as well as a comprehensive, flexible and prompt solution to the problems that arise in the inclusive education of a child with disabilities.

To date, there are two main areas of psychological and pedagogical support for students with disabilities: - 1) relevant, focused on solving existing difficulties; - 2) promising, focused on the prevention of deviations in learning and development.

In the conditions of inclusive education, psychological and pedagogical support is organized, both individually and frontally. Based on the analysis of a number of works by scientists (M.R. Bityanova et al.), it is possible to determine the algorithm for creating and implementing an individual support program for a child with disabilities in an educational organization:

1) Implementation of input diagnostics.

2) Organization of a psychological-medical-pedagogical council.

3) Drawing up an individual educational route.

4) Development of an adapted educational program.

5) Implementation of an individual educational route.

6) Carrying out repeated diagnostics (dynamic diagnostics).

7) Analysis and evaluation of the results of support.

8) Development of strategy and tactics for further support.

In the conditions of inclusive practice, it is relevant to use the possibility of modeling programs of psychological and pedagogical support as a process of determining the problem of a child with disabilities and finding the most effective ways to solve it. Modeling allows you to quickly and flexibly regulate the degree of involvement and interaction of those specialists who need the help of a child.

One of the areas of inclusive practice is the psychological and pedagogical support of families studying with disabilities. Obviously, any family that has a child with developmental disabilities needs to be accompanied. Since the appearance of a "special" child, his parents are in constant tension, which often leads to the formation of the phenomenon of family disability and the emergence of additional difficulties in socio-cultural adaptation. When planning a support program, it is necessary to take into account the characteristics of the family of a child with disabilities, its educational potential.

Thus, the process of psychological and pedagogical support of a child with disabilities in terms of inclusion is a complex multi-level dynamic process based on close motivated interaction between specialists of various profiles, teachers and the family of a “special” child. This type of support can be considered as a system of activities of the staff of an educational organization aimed at providing preventive and prompt assistance to students with disabilities in solving their individual problems related to: physical and mental health; successful advancement in training, education and development; effective interpersonal communication; life and professional identity.

Tatyana Anatolyevna Novichikhina, Deputy Director for Educational Work
Place of work: GBOU NSO Regional Center for Diagnostics and Counseling Psychological and pedagogical support for children with disabilities in school conditionsTarget: Organization of psychological and pedagogical support for children with disabilities in school conditions
Our world is undergoing a radical change in approaches to education and socio-cultural policy in general. These changes include the concept of "inclusive education".
IN Russia has accumulated a fairly serious regulatory framework in the field of inclusive education:
- Constitution Russian Federation
- "Convention on the Rights of the Child"
- "UN Convention on the Rights of Persons with Disabilities"
- Law of the Russian Federation "On Basic Guarantees of the Rights of the Child"
- Law of the Russian Federation "On Education"
- Resolution 3447 (XXX) of the UN General Assembly in the "Declaration on the Rights of Persons with Disabilities", adopted on December 09, 1975
- Declaration of the Rights of the Child
- Decree of the Government of the Russian Federation of August 18, 2008 N 617
- the federal law November 24, 1995 No. 181-FZ "On social protection disabled people in the Russian Federation”,
- Federal Law of July 24, 1998 No. No. 124-FZ "On the basic guarantees of the rights of the child in the Russian Federation"
- Program "Accessible Environment for the Disabled",
- Concept continuing education.
Activation of social policy in the direction of democratization and humanization of society, development national system education determine the search for ways to improve the organization, content and methods of teaching and educating children with disabilities.
Changing approaches to the education and upbringing of children with disabilities is aimed at the formation and development of a socially active personality with the skills of socially adaptive behavior. One of the ways to achieve this goal is educational inclusion.
The Russian model of inclusion is based on the positions of L.S. Vygotsky, who defined personality and environment as a whole.
Today, inclusive (inclusive) education is understood as a process of joint education and training of persons with disabilities and normally developing peers. The creation of a model of psychological and pedagogical support of the integrative process can be considered as one of the main conditions and components of the success of integration.
Who is in the escort team? Teacher-defectologist, teacher-speech therapist, teacher-psychologist, pediatrician, tutor, coordinator, social pedagogue.
Psychological and pedagogical support in an educational institution is based on the following principles:
- Continuity. Psychological and pedagogical support functions at all levels of education, thanks to which the continuity of the support process is ensured.
- Consistency. The significance and productivity of support is determined by its consistency, attention to a wide range of issues. Among them are the family, the arrangement of the educational environment, education and upbringing, the interaction of children, issues of self-knowledge and personal self-realization.
- Ensuring positive emotional well-being of all participants in the educational process. At all stages of inclusive education, support provides positive emotional well-being of pupils, positive dynamics in development and positive educational achievements, promotes the development of interaction between children.
Under these conditions, social competence is formed in children with special needs of psychophysical development.
- Individual approach. An important principle that guides specialists in psychological and pedagogical support is an individual approach to each child and his family.

Interdisciplinary interaction in a team of support specialists.
The extent to which employees are united by the idea of ​​inclusive education, how much they understand each other and adhere to a unified approach to accompanying a “special” child and his family, other participants in the educational process, directly affects the efficiency of work, the success of accompanying a child and the emotional climate in the team.
The interdisciplinary approach is also expressed in such specific things as: reliance on a single scientific and methodological concept in understanding the normative and disturbed development of the child; unified calendar and thematic planning; conducting correctional and developmental classes by specialists on the material included in the content of the general education program.
There are three models of integrated learning.
- Full and combined integration, where in one group, mastering educational programs, children with disabilities study together.
- Partial integration is shown to children who, for one reason or another, are not able to master the educational standard, so they join the group for part of the day.
- Temporary integration involves the union of all pupils of the compensatory group with typically developing preschoolers at least twice a month to conduct various educational activities.
Inclusion helps develop in healthy children tolerance for the mental disabilities of their peers, a sense of mutual assistance and a desire for cooperation. Inclusion contributes to the formation of a positive attitude towards peers and adequate social behavior in children with special educational needs, as well as a more complete realization of the development potential in education and upbringing. Inclusive education implements the provision of equal access to obtaining a particular education and the creation necessary conditions for educational success for all children.
The main activities of the teacher-psychologist of inclusive education are:
1. Psychodiagnostics.
2. Psychological rehabilitation.
3. Psychological counseling.
4. Developmental and psycho-correctional work.
In this regard, a special role is assigned to psychological and pedagogical diagnostics, which involves providing:
- timely identify children with disabilities;
- identification of special educational needs of children with disabilities, due to shortcomings in their mental development;
- to determine the optimal pedagogical route;
- implementation of individual-oriented psychological, medical and pedagogical assistance to children with disabilities, taking into account the peculiarities of the psychophysical development and individual capabilities of children (in accordance with the PMPK);
- plan corrective actions, develop corrective work programs;
- evaluate the dynamics of development and the effectiveness of corrective work;
- Counsel the child's parents.
The main performance indicators of the educational institution in the implementation of inclusive education.
The effectiveness of an educational institution in the direction of developing inclusive practice is influenced by many factors, including the effective work of the entire interdisciplinary team of teachers, narrow specialists, and parents.
The main performance indicators of an institution implementing inclusive education are:
- all children included in the inclusive educational process show positive dynamics in development (especially in the development of social skills), are adapted and accepted by the children's group, attend with a desire educational institution receive assistance and support in mastering the educational program;
- parents of children with disabilities understand both the prospects for the development of their child and the current tasks and responsibilities that they face in the process of including the child in the educational environment;
- specialists of psychological and pedagogical support participate in the implementation of inclusive approaches for the tasks of social adaptation and development of children with disabilities and their peers, while using the most effective innovative technologies of psychological and pedagogical support; act in an interdisciplinary team, relying in the planning and implementation of their professional activities on collegial decisions and approaches; interact effectively with parents, teachers, educators;
Summing up, it should be noted that inclusion is more than integration. This is inclusion not only in education, but also in the life of everyone without exception, this is taking into account the strengths and weaknesses of everyone, this is the recognition of differences, this is the opportunity to receive effective education through constant support and changes in the educational space.
Bibliography
1. Alekhina S.V. Organization of educational conditions for children with disabilities in educational institutions. Guidelines.// MGPU - M, 2012.
2. Nazarova N.M. Special Pedagogy, Section II. Special Education for Persons with Special Educational Needs. Chapter 1. Fundamentals of didactics of special pedagogy 1.2. Principles of special education// ACADEMA - M, 2000.

Psychological and pedagogical support of a child with disabilities in the context of inclusive education at school.

"Each child has the opportunity to be psychologically prepared for schooling at his own level, according to his personal characteristics."

Our world is undergoing a radical change in approaches to education and socio-cultural policy in general. These changes include the concept of "inclusive education".

The activation of social policy in the direction of democratization and humanization of society, the development of the national education system determine the search for ways to improve the organization, content and methods of teaching and educating children with disabilities.

Thus, the self-worth of the personality of a growing person comes to the fore, regardless of the characteristics of his development and level of health. It was the ideas of humanization that led to the appearance in the Law on Education of a provision on the right of the child and his parents to independently determine the form of education and the educational institution. Both gifted children and children with disabilities - all should have the opportunity to receive an education of the appropriate level.

Russia has accumulated a fairly serious regulatory framework in the field of inclusive education:

Constitution of the Russian Federation

- "Convention on the Rights of the Child"

- "UN Convention on the Rights of Persons with Disabilities"

Law of the Russian Federation "On Basic Guarantees of the Rights of the Child"

Law of the Russian Federation "On Education"

Resolution 3447 (XXX) of the UN General Assembly in the "Declaration on the Rights of Persons with Disabilities", adopted on December 09, 1975

Declaration of the Rights of the Child

Federal Law of November 24, 1995 No. No. 181-FZ "On the social protection of persons with disabilities in the Russian Federation",

Federal Law of July 24, 1998 No. No. 124-FZ "On the basic guarantees of the rights of the child in the Russian Federation"

Program "Accessible Environment for the Disabled",

The concept of continuous education.

Special Federal State Educational Standards (Federal State Educational Standards) for children with disabilities are considered as an integral part of the federal state standards of general education. This approach is consistent with the UN Declaration on the Rights of the Child and the Constitution of the Russian Federation, which guarantees all children the right to compulsory and free secondary education. Special educational standard should become a basic tool for the implementation of the constitutional rights to education of citizens with disabilities.

Children with disabilities can realize their potential only if training and education is started on time and adequately organized - meeting both those common with normally developing children and their special educational needs, given by the nature of the violation of their mental development.

The special standards are based on the principles of agreement, consent and mutual obligations of the individual, family, society and the state. The State Special Educational Standard is a regulatory legal act of the Russian Federation that establishes a system of norms and rules that are mandatory for execution in any educational institution where children with disabilities are educated and brought up.

To date, one of actual problems is the implementation of psychological support for children with disabilities in conditions general education schools.

In addition, in recent years, the process of integrating children with disabilities into the environment of normally developing peers has been developing in Russia. The current legislation currently allows organizing the education and upbringing of children with disabilities in ordinary educational institutions.

Children with disabilities are children with disabilities. Children whose health condition prevents the development of educational programs outside the special conditions of education and upbringing, i.e. these are children with disabilities or other children under the age of 18 who are not recognized in the established order as children with disabilities, but who have temporary or permanent deviations in physical and (or) mental development and who need to create special conditions for education and upbringing.

When studying the concept of "children with special educational needs", we will focus on the classification proposed by V.A. Lapshin and B.P. Puzanov, according to which the main categories include:

children with hearing impairment (deaf, hard of hearing, late deaf);

visually impaired children (blind, visually impaired);

children with speech disorders (logopaths);

children with disorders of the musculoskeletal system;

children with mental retardation;

children with mental retardation;

children with behavioral and communication disorders;

children with severe disorders of the emotional-volitional sphere, including RDA;

children with complex disorders of psychophysical development, with so-called complex defects (deaf-blind, deaf or blind children with mental retardation).

This classification makes it possible to distinguish in the characteristics of these categories of children the features of their disorders in the following areas: the sphere of health, communication, cognitive and motivational-volitional, as well as the personal sphere, where the components of the image of the “I” can be violated, requiring correction and development for their successful adaptation in society.

In providing conditions and opportunities for the development and education of children with disabilities, a special role belongs to the teacher-psychologist. Speaking about the work of a psychologist, we mean not just psychological help, support for children with learning difficulties. It's about specifically about the psychological support of children at all stages of education as a complex process of interaction, the result of which should be the creation of conditions for the development of the child, for mastering his activities and behavior, for the formation of readiness for life self-determination, including personal, social aspects.

Psychological support of students with disabilities is considered as a process that includes the strategy and tactics of the professional activity of a psychologist, aimed at creating the most favorable conditions for the integration of children with disabilities into society. It should be aimed at mastering students with special competencies that ensure the gradual formation of a system of social behavior skills, productive forms of communication with adults and peers, based on partnership subject-subject relations.

The procedure for examining a student with disabilities is not simple enough, so the psychologist must comply with the basic requirements:

Carry out diagnostics in a quiet room, where nothing distracts the child and the psychologist.

Exercise the utmost benevolence towards the child, use praise, approval, regardless of the result of the tasks.

Observe objectivity in diagnosing, do not strive to provide dosed assistance to the child from above, turning the technique from diagnosing into teaching.

Take into account the state of health of the child at the time of testing; if the child is tired, give him the opportunity to rest, and then continue the examination.

Observe the ethics of communication with children and their parents.

The key areas of work of a teacher-psychologist with children with disabilities are diagnostic, correctional and developmental work; preventive and advisory work with teachers and parents raising children of this category.

For the successful upbringing and education of children with disabilities, it is necessary to correctly assess their capabilities and identify special educational needs. In this regard, a special role is assigned to psychological, medical and pedagogical diagnostics, which allows: to identify children with disabilities in a timely manner; identify individual psychological and pedagogical characteristics of a child with disabilities; determine the optimal pedagogical route; provide individual support for each child with disabilities in educational institution; plan corrective actions, develop corrective work programs; evaluate the dynamics of development and the effectiveness of corrective work; determine the conditions for the upbringing and education of the child; counsel the child's parents.

The diagnostic line of work includes a primary examination, as well as systematic stage-by-stage observations of the dynamics of the child's development in the process of corrective work.

The teacher-psychologist performs the tasks of determining the current level of development of the child and the zone of proximal development, identifying the features of the emotional-volitional sphere, the personal characteristics of the child, the features of his interpersonal interactions with peers, parents and other adults.

In accordance with the characteristics of the development of the child and the decision of the council of the educational institution, the psychologist determines the directions and means of correctional and developmental work, the frequency and duration of the cycle of special classes. The most important task is the development of individual-oriented psychological assistance programs or the use of existing developments in accordance with the individual psychological characteristics of a child or a group of children as a whole.

The main areas of correctional and developmental work of a psychologist with children with disabilities who are in conditions of educational integration are:

development of the emotional-personal sphere and correction of its shortcomings;

development of cognitive activity and purposeful formation of higher mental functions;

formation of arbitrary regulation of activity and behavior;

formation and development of social skills and socialization.

Psychological classes with children in content should not copy the programs of classes of defectological orientation, where the main emphasis is on the development and correction of the cognitive sphere.

Work on the advisory, educational and preventive direction ensures the provision of assistance to teachers and parents in the upbringing and education of a child with disabilities. The psychologist develops recommendations in accordance with the age and individual-typical characteristics of children, the state of their somatic and mental health, conducts activities that help improve the professional competence of teachers, and involve parents in solving correctional and educational problems.

The main goal in creating a model of psychological support for children with disabilities is to develop tools for accompanying such a child, ensuring successful further integration. For the development of a child with disabilities, it is necessary to create conditions under which he could master the processes associated with socialization. This is the organization of children's activities and the creation of a specially created environment in a general education institution. This environment represents the unity of all participants in the educational process, as well as the creation of psychological assistance, support and provision in order to overcome the barriers that arise in the way of the child's development.

Bibliography

Children with mental retardation / Ed. T.A. Vlasova, V.I. Lubovsky, N.A. Tsypina. - M., 1984.

Children with disabilities: problems and innovative trends in education and upbringing. Reader. - M .: LLC "Aspect", 2005

Malofeev N.N., Nikolskaya O.S., Kukushkina O.I., Goncharova E.L. A single concept of a special federal state standard for children with disabilities: basic provisions, Almanac ICT No. 13, 2009.

Lapshin V.A., Puzanov B.P. Fundamentals of defectology.-M., 1991.

Mamaichuk I.I. Psychological assistance to children with developmental problems. - St. Petersburg: Speech, 2001.

Fundamentals of special psychology: Proc. allowance for students. avg. ped. textbook institutions / L. V. Kuznetsova, L. I. Peresleni, L. I. Solntseva and others; Ed. L. V. Kuznetsova. - M.: Publishing Center "Academy", 2002.

Alekhina S.V. Organization of educational conditions for children with disabilities in educational institutions. Guidelines.// MGPU - M, 2012.

Nazarova N.M. Special Pedagogy, Section II. Special Education for Persons with Special Educational Needs. Chapter 1. Fundamentals of didactics of special pedagogy 1.2. Principles of special education// ACADEMA - M, 2000.

ORGANIZATION OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN WITH OB3 AND THEIR FAMILIES IN THE CONDITIONS OF A UNIFIED EDUCATIONAL PPOCTPAHCTBA

children limited inclusive education

INTRODUCTION

Chapter 1

Modern system education of the Russian Federation

Special educational needs of children with disabilities

Features of raising a child with disabilities in the family

Chapter 2

Organization and research methodology

Analysis of the results of the study

Chapter 3

Problems and prospects of a family raising a child with disabilities

Inclusive education as a modern model of education

CONCLUSION

BIBLIOGRAPHY

APPENDIX A

INTRODUCTION

“The whole secret of family education is to allow the child to unfold independently, to do everything himself; adults should not run in and do nothing for their personal convenience and pleasure, but always treat the child from the first day of his birth as a person with full recognition of his personality.

P.F. Lesgaft The relevance of the topic under study lies in the fact that the birth of a child with developmental disabilities is always stressful for the family. A disabled child is limited in freedom and social significance. He has a very high degree of dependence on the family, limited skills of interaction in society. The problem of raising and developing a "special" child becomes unbearable for the family, parents find themselves in a psychologically difficult situation - they experience pain, grief, guilt, often fall into despair. Such families need comprehensive psychological and pedagogical assistance. Working with a family with a sick child or a disabled child should be approached from a humanistic perspective, orientate parents towards the advance preparation of the child for life, develop in him the ability to think in terms of the future, and form positive prospects for his development.

Rendering assistance to children and parents raising a child with developmental disabilities in domestic science is not new problem. Back in the 19th century, psychologists (V.M. Bekhterev, S.S. Korsakov, I.V. Malyarevsky and others) noted the beneficial influence of parents on the condition of a sick child. But, unfortunately, by the middle of the twentieth century, these humanistic approaches were largely lost.

The situation changed radically in the 1990s. Modern humanistic approaches to the upbringing and adaptation of children with developmental problems to society require the active participation of the family in the development of a child with disabilities. In this regard, ensuring and realizing the right of children with disabilities to education is considered as one of the important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation. At present, the search for new ways and forms of assistance to such parents is becoming relevant. Timely provision of the necessary psychological, medical and social assistance in the preschool period makes it possible to ensure the correction of the child's shortcomings, improve his development, and ensure his social adaptation. Psychological assistance to children with developmental problems is one of the important links in the system of their rehabilitation.

At the present stage of development of the education system, the tasks of creating conditions for the formation of the personality of each child in accordance with the characteristics of his mental and physical development, capabilities and abilities are put forward to the fore.

As mentioned earlier, since the 90s of the XX century, the idea of ​​integrated education for children with disabilities (HIA) has been promoted in our country. The methodological foundations of pedagogical integration are defined in the works of V. V. Kraevsky, A. V. Petrovsky, N. F. Talyzina, G. D. Glazer, V. S. Lednev, L. I. Novikova, V. A. Karakovsky, S. M. Gapeenkova, G. F. Fedorets and others. These include the “Philosophical concept of the leading role of activity in the development of the child”, “Regulations on a systematic and holistic approach to pedagogical phenomena”, “Psychological theories about the relationship between the processes of education and development ". At the methodological level, scientists have revealed the essence of an integrative approach to the phenomena of pedagogical reality, integrative processes, which are defined as one of the sides of the development process, show the possibility of implementing the principle of integration to the main components of the pedagogical process, which ensures its integrity and consistency. Researchers in their works emphasize that integrative processes are processes of qualitative transformation of individual elements or the entire system. The essence of the integration process is qualitative transformations within each element included in the system.

Purpose of the study- develop a model of psychological and pedagogical support for children with disabilities and their families, guidelines for its implementation in a single educational space.

Object of study- psychological and pedagogical assistance to families raising children with disabilities in a single educational space.

Subject of study- specially organized conditions that ensure the effectiveness of the development of children with disabilities in the family and in an inclusive space.

To achieve this goal, the following tasks were formulated:

1.To study the theoretical and methodological foundations of the psychological and pedagogical support of a family raising a child with disabilities.

2.Develop a research program aimed at questioning families raising children with disabilities and teachers to identify emerging difficulties in the family and the educational process, and analyze the results of the study.

3.To develop directions of psychological and pedagogical support for families raising children with special needs.

Research hypothesis- we assume that the problems and difficulties of the family raising a child with disabilities identified during the survey and the analysis of the results of the study will provide an opportunity to develop a model for the optimal adaptation of the child and his family to the conditions of a single educational space.

Research methods:

1.Theoretical (analysis of scientific literature on this issue).

2.Empirical (questionnaire, testing).

Research base - MU "Integrated Center for Social Services for the Population" in the city of Zheleznodorozhny. The study involved teachers, parents of children with disabilities, and of course, children with disabilities themselves.

The practical application lies in the fact that this study can be used in their work by teachers, social workers and parents raising a child with disabilities.

The theoretical significance of the study lies, first of all, in the fact that it provides an in-depth and holistic view of the features of psychological and pedagogical support for children with disabilities and their families in a single educational space, conditions and ways to optimize it. The system model for managing this process developed in the dissertation determines promising areas for its research.

Scientific noveltydissertation research is to develop a research program that offers a survey of families raising children with disabilities and teachers to identify emerging difficulties in the family and the educational process, and analysis of the research results.

In accordance with these points of scientific novelty, the following provisions and conclusions of the dissertation work are submitted for defense:

1)One of the main difficulties in teaching children with disabilities in the context of inclusion is the difficulty of mastering educational material at the same pace and volume as children without disabilities.

2)Despite the existing difficulties, inclusive education is the optimal model for teaching children with disabilities, which has clear advantages over special education.

3)To create optimal conditions for teaching children with disabilities in an inclusive space, active participation and interaction of all participants is necessary. educational process: teachers, parents, children themselves.

For the successful development of children in the conditions of inclusion, a project of inclusive education is proposed, presented in the form of a system model, which includes four subsystems: target, functional, resource and organizational. The ultimate goal of psychological and pedagogical support for children with disabilities is their integration into society. Intermediate goals are: medical and social rehabilitation of children with disabilities and strengthening their health, developing their skills and abilities of household self-service, general education, vocational education, employment, the formation of positive self-esteem. The management of psychological and pedagogical support for children with disabilities and their families is implemented through a series of interrelated functions: diagnostics, social expertise, goal setting, planning, organization, regulation and control. The resource support for the management of such support for children with disabilities includes several “components”: scientific and methodological support, educational and methodological support, information and analytical support, legal support, financial support, logistical support, psychological support, staffing.

Chapter 1.THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF A FAMILY RAISING A CHILD WITH LIMITED HEALTH OPPORTUNITIES

The modern education system of the Russian Federation

The education system in the Russian Federation is a complex of educational programs and state education standards that interact with each other. The educational networks that implement them consist of institutions independent of one another, with their own types and forms of organizational and legal subordination to controlling and managing bodies.

The Russian education system acts as a powerful set of cooperating structures:

1.Federal standards and educational requirements that define the information component curricula. Two types of programs are being implemented in the country - general education and specialized, that is, professional. Both types are divided into basic types and additional.

The main general educational programs include:

-preschool;

-initial;

basic;

medium (full).

The main professional ones have the following:

-medium-professional;

-highly professional, which includes the release of bachelors, specialists and highly qualified masters;

-postgraduate vocational training.

The modern system of education in Russia involves several successive forms of mastering learning, depending on the realities of human employment and the needs of the individual:

-within the walls of classrooms - full-time, part-time (evening) and part-time;

-intrafamily;

self-education;

external student

A combination of the listed training forms is also allowed.

2.Scientific and educational institutions. They function for the sake of implementing educational programs. The very concept of the education system in the Russian Federation is impossible without a definition of what an educational institution is. This is a structure engaged in the implementation of the educational process, that is, the implementation of one or more training programs. Another educational institution provides maintenance and proper education of students.

The scheme of the education system in the Russian Federation (Russia) looks like this:

-the first link is preschool education (kindergartens, nursery-kindergartens, early childhood development centers, progymnasiums);

-the second link - general education institutions (schools, lyceums, gymnasiums) offering primary, basic and secondary education;

-the third link - secondary vocational education (schools, technical schools, lyceums, colleges);

-the fourth link - higher education (universities, institutes, academies);

-the fifth link is postgraduate education (postgraduate studies, doctoral studies, residency).

Educational institutions are:

-state - regional and federal devices;

-municipal;

non-state, that is, private.

In any case, these are legal entities, and they determine the structure of the education system in Russia, which will be discussed below.

Educational institutions are divided into:

-preschool;

-general education;

-primary, general, higher vocational training and postgraduate vocational education;

-military higher vocational education and additional training adults;

-additional education;

-special and corrective training of the sanatorium type.

3.Structures that involve management and control functions for working with the educational sphere and institutions subordinate to them.

4.Associations legal entities, public groups and public-state companies working in the education system of the Russian Federation.

Now let's talk about structure.

Institutions are the main link in the structure of the education system of the Russian Federation. Educational institutions conduct educational work. Special plans and sets of rules are being developed for it.

Briefly, the education system in the Russian Federation is very difficult to describe, since it is diverse and based on different components. But all of them are included in a complex designed to carry out the consistent development of individual and professional quality indicators of a person as each educational step progresses. Educational institutions and all kinds of training form the Russian system of continuous education, which combines the following types of training:

1.State.

2.Additional.

.Self-education.

Education programs in the pedagogical system of the Russian Federation look like self-sufficient and manageable integral structures, consisting of components:

1.GEF, which cover more than 70% of educational programs.

2.National-regional.

The components of education reflect the dialectical origin of pedagogy and its integral nature, and therefore must ensure the full functioning of training programs.

The development of the education system in Russia cannot be imagined without the full-fledged formation of the personality, which is achieved by mastering it with deep knowledge, professional skills, skills and solid competencies in one or more professions or specific specialties. In other words, a person needs to improve. System vocational education in Russia would not have been possible without the participation of Peter I, who invented specialized education 300 years ago.

The main tasks of vocational education include:

1.Improving the material basis of vocational education.

2.Creation of practice centers at enterprises.

3.Involvement of specialists from production facilities for their participation in personnel training.

4.Formation of specialists.

The modern education system in the Russian Federation implies the expansion of the professional component.

It is unlikely to describe briefly the education system in Russia, because today it is so impressive that it did not fit into the fundamental “paper” - the law “On Education”, which was already published in 2016 in the fifth edition. This document outlines only the attitude to the learning process, and how it is supported by the financial component - after all, education for every thirsty person in the country is considered free. Since the learning process is constantly at the stage of reform and improvement, there is a need for an integral regulatory framework education system of the Russian Federation. Every day, new documents appear from the pen of officials, and therefore it is unlikely that it will be possible to complete the list of regulatory papers, it can only be supplemented:

1.The Constitution of the Russian Federation.

2.Target program for the development of education.

3.Federal laws - "On higher and postgraduate education",

"On Amendments to Legislative Acts on the Levels of Higher Vocational Education" .

4.Orders of the Ministry of Education and Science - "On the head universities and organizations", "On the implementation of the Bologna program".

5.Approximate provisions on the organization of the educational process.

6.The concept of modernization of the education system in Russia.

7.On cooperation with foreign organizations in the field of education.

8.Model provisions on additional training.

The list should include laws, decrees, decrees and orders relating separately to each "floor" in educational system.

Management of the educational system in the Russian Federation The Ministry of Education of the Russian Federation is adopting a new draft law.

The characterization of the education system in Russia would look incomplete without mentioning the role of managers in the learning process. School directors, officials at all levels are included in one "family" under the name "Management of the education system."

At the top is the Ministry of Education and Science, which is engaged in the development of doctrine in the field of education and writing legal documents. Next are federal agencies and executive offices at the municipal level. Collectives of local self-government monitor the implementation of the published acts in the structures of education.

Any management organization has its own clearly defined powers that can be delegated to perform certain actions. Authority is transferred from top level the lowest, which does not have the rights to implement certain actions in educational policy. This does not mean the transfer of the right to finance certain activities without the consent of a higher structure.

Implementation of the control and oversight mission for general provisions management was transferred to the state-public education management system in the Russian Federation. Such organizations are mainly concerned with the functioning of schools and how the following principles are implemented within such institutions:

1.Humane and democratic approach to management.

2.Systematicity and integrity.

.Truthfulness and completeness of information.

In order for the policy to be consistent, the country has a system of education authorities that goes through all levels:

1.Central.

2.Non-departmental.

.Republican.

.Autonomous-regional.

.Autonomous district.

Due to the fact that the education management system of the Russian Federation combines centralized with decentralized intra-educational management, it is possible to ensure the work of administrators and public organizations for the benefit of teams. This creates a springboard for the implementation of managerial decisions professionally without duplication, which leads to increased coordination in the actions of each of the departments of the educational system.

With an inclusive approach, it is necessary not to adapt students with various learning difficulties to the existing requirements of a standard school, but to reform schools and look for other pedagogical approaches to learning in such a way that it is possible to most fully take into account the special educational needs of all those students who have them. .

Inclusive education is one of the main directions of reform and transformation of the system of special education in many countries of the world, the purpose of which is the realization of the right to education without discrimination. At the heart of the transformation of the system of special education in a global context and the development of inclusive approaches in education are, first of all, the most important international legal acts - declarations and conventions concluded under the auspices of the United Nations (UN) and the United Nations Educational, Scientific and Cultural Organization ( UNESCO) relating to human rights and non-discrimination for any reason:

1.Universal Declaration of Human Rights (UN, 1948).

2.Declaration of the Rights of the Child (UN, 1959).

3.Convention against Discrimination in Education (UNESCO, 1960).

4.Declaration of Social Progress and Development (UN, 1969).

5.Declaration on the Rights of Mentally Retarded Persons (UN, 1971).

.Declaration on the Rights of Persons with Disabilities (UN, 1975).

7.Convention on the Elimination of All Forms of Discrimination Against Women (UN, 1979).

8.Sunberg Declaration (UNESCO, Torremolinos, Spain, 1981).

9.World Program of Action for Persons with Disabilities (UN, 1982).

10.Convention on the Rights of the Child (UN, 1989).

11.World Declaration on Education for All - Meeting Basic Educational Needs (World Conference on Education for All, Jomtien, Thailand, 1990).

12.UN Standard Rules on Equalization of Opportunities for Persons with Disabilities (UN, 1993).

13.Salamanca Declaration on Principles, Policies and Practices in the Education of Persons with Special Needs (World Conference on the Education of Persons with Special Needs, Salamanca, Spain, 1994).

14.Hamburg Declaration on Adult Education (V International Conference on Adult Education, Hamburg, Germany, 1997).

15.Dakar Framework for Action. Education for All: Meeting Our Common Commitments (World Education Forum, Dakar, Senegal, 2000).

16.Convention on the Rights of Persons with Disabilities (UN, 2006).

These international legal acts, as well as modern Russian legislation, affirm the right of every individual to education and the right to receive an education that does not discriminate against him on any grounds - whether it be gender, race, religion, cultural, ethnic or linguistic affiliation, health status, social origin, socio-economic status, status of a refugee, immigrant, internally displaced person, etc.

The main ideas and principles of inclusive education as an international practice for the realization of the right to education of persons with special needs were first formulated in the most complete way in the Salamanca Declaration "On the principles, policies and practices in the field of education of persons with special needs" (1994). More than three hundred participants, representing 92 governments and 25 international organizations, declared in the Salamanca Declaration the need to “carry out a radical reform of general education educational institutions”, recognizing “the need and urgency to provide education for children, youth and adults with special educational needs within the regular education system”.

Special educational needs of children with disabilities

The recognition of humanistic ideas by modern Russian society occurred due to a change in the attitude of the state and society to the personality of a person in general, and in particular to children with disabilities. It was this circumstance that caused the need to modify the wording, search for concepts that would correctly reflect the essence of state aid persons who have difficulties in self-adapting to life in today's world. Because of this, the term “children with disabilities” began to be used in the legal documentation of the Russian Federation, the essence of which reflects the need for society to provide special assistance to this category of children in order to realize their capabilities and the obligation to ensure and protect their civil rights. One of them is the right to timely receive qualified medical, psychological and pedagogical assistance, and hence the possibility of learning, i.e. creation of special conditions conducive to the realization of their preserved cognitive potential. It is known that children with deviations or developmental disorders according to the nature of the primary disorder can be conditionally divided into the following groups or categories:

1.Children with mental retardation.

2.Children with intellectual disabilities.

.Hearing impaired children.

.Children with visual impairments.

5.Children with disorders of the musculoskeletal system.

6.Children with speech disorders.

7.Children with disorders of the emotional-volitional sphere and behavior.

8.Children with multiple disabilities.

Depending on the nature and severity of the primary disorder (hearing loss, visual impairment, CNS damage), consequences in the form of limited functioning of organs and body systems, they have specific educational needs:

1.Children with mental retardation - in more help in learning new things, in a significant number of repetitions and the possibility of practical use of new knowledge, as well as in the systematic monitoring by adults of the quality of their use.

2.Children with intellectual disabilities - in special methods and techniques of correctional and pedagogical assistance for the transition from one level of orientation in the environment to another, i.e. from one type of mental activity to another more complex one, in teaching social norms and their independent observance.

3.Children with hearing impairments - in the development of cognitive potential by learning new things through a sign (i.e. written speech), mastering speech through reading.

4.Children with visual impairments - in learning new things by using the functionality of intact analyzers and compensatory potential (tactile, motor, auditory), and tactile and auditory analyzers become the main source of information.

5.Children with disorders of the musculoskeletal system - in learning new things by using the functionality of intact analyzers and compensatory potential (tactile, visual, auditory), the leading information sources in this case are vision and hearing.

6.Children with speech disorders - in creating special conditions for the development of speech abilities by learning new things with the help of practical orientation.

7.Children with disorders of the emotional-volitional sphere and behavior - in the individual selection of sensory and emotional load, methods and techniques to improve their social competence.

8.Children with multiple disorders - in an individual approach to the definition of methods and techniques, the pace of correctional and pedagogical influence.

9.Children with severe chronic somatophysical diseases - at an individual pace in the assimilation of new knowledge and skills.

Thus, the specific educational needs of children are different and depend on the age, nature, severity of the primary health disorder, and often its structure, and the severity of their consequences. It is their presence that determines the objective need to use other, not traditional, but special methods of pedagogical influence. A consciously organized educational space, specialized teaching methods for children with disabilities make it possible to activate and realize their preserved cognitive and personal potential, as well as smooth out the manifestation of a primary health disorder (vision or hearing). Thus, the presence of the skill of orientation in space in a child with impaired vision expands his independence and social competence. owning oral speech a deaf child is more free to communicate with others than the same child trained to communicate using sign language. The implementation of special educational needs is the only way to overcome the social restrictions that a health disorder has led to, especially since often a health disorder itself cannot be eliminated by any medical means. It is in this case special education, a specially constructed learning process is a means by which a child can learn the world, and further adapt in society.

It is for this purpose that specialists in the field of correctional pedagogy have developed special educational programs for most of the categories of children listed above. To date, there is a lack of methodological support for the provision of correctional and pedagogical assistance to children with severe developmental disorders of the psyche and children with multiple developmental disorders. For other categories in Soviet time A system of special education was created and successfully functioned. It allows for a differentiated approach in presenting information to a child, depending on the nature and severity of the primary developmental disorder. However, with a large number of advantages, it also had its drawbacks. One of them is the separate education of children with developmental problems and healthy peers. Today, the efforts of the public and the state are aimed at ensuring that children with and without disabilities study together, i.e. children with special educational needs had the opportunity to study in a general education institution by creating special pedagogical conditions. That is, an educational institution should implement special educational programs, methods and techniques of working with children, which have proven their effectiveness over a long period of their application. The content of the correctional and pedagogical process is presented in special educational programs, taking into account modern ideas about the essence of mental development, about the psychological integrity of the intellectual and emotional factors in the formation of the personality, about the features and originality of the formation of the psyche under the influence of sensory, intellectual, motor-motor and other disorders, about the leading role of education in the mental development of a person. Special learning conditions are personnel (teachers who pedagogical technologies), textbooks, study guides and didactic and visual materials, methods and techniques, technical means learning for collective and individual use, means of communication and communication, as well as psychological, medical, social and other services that allow children with disabilities to learn the educational program.

When organizing the educational process of children with disabilities without taking into account the knowledge and methods of correctional pedagogy, the educational institution not only does not realize the cognitive and personal potential of these children, but also causes irreparable harm to their health. This will happen due to the discrepancy between the pedagogical load and the neurological and somatic state of the child, the lack of special techniques and teaching methods will deprive him of the opportunity to learn and assimilate new things, and the individual way of teaching will not allow the realization of the child's independent capabilities, will contribute to the formation of dependence on an adult. Regular correctional and pedagogical influence on the course of the mental development of children according to a program designed to meet special educational needs by creating special conditions for the child to assimilate new knowledge, to move from one level of mental development to another, will allow them to maximize their preserved cognitive potential to master the educational program. Success in this directly depends on the biological and compensatory capabilities of the body (the state of the central nervous system, other organs and systems), the time of onset and the quality of correctional and pedagogical assistance, the regularity and duration of exposure. When including children in the education system, it should be remembered that this inclusion should be carried out according to individual route. Some children will be able to learn knowledge in a group in the form of a frontal lesson, some children in small groups, and some children only individually.

The decision on the form of education can be made by a rational correlation of the following factors - the state of health, the type and form of treatment, the possibility of learning new things by verbal instructions and by imitating the actions of an adult, the knowledge and ability to independently adhere to elementary social norms, possession of neatness skills and some self-service skills the ability to interact with a group of peers. Moreover, the first two factors determine the profile of the institution - an educational institution, a health care institution (sanatorium, hospital), home education, and the combined presence or absence of at least one of the others - the fourth form of education (group or individual).

The process of teaching children with disabilities cannot be carried out without systematic medical support, which has both a general strengthening and normalizing effect on the central nervous system child. Carefully selected treatment provides a fertile ground for learning. The organization of the educational process should be carried out taking into account the special somatophysical needs of the child, i.e. the need to receive treatment in the learning process. The relationship of pedagogical and medical processes will help to improve the health of children.

Thus, correctional and developmental education of children with developmental disabilities is one of the methods of complex rehabilitation of the state of health, aimed at overcoming social restrictions caused by the disease, by developing their cognitive and personal capabilities. The sooner a differentiated approach is implemented for children with developmental disabilities in determining the content of a comprehensive rehabilitation of the state of health and mental development, special methods and techniques for pedagogical correction of their developmental deviations are found and used, the more successful their socialization, the future of their families, and therefore and the future of our country.

Features of raising a child with disabilities in the family

From birth, each person for his normal development for a long time needs not only care and satisfaction of his physical needs for food, warmth, safety, but also in communication with loved ones who love him. Through this communication, there is a transfer of values ​​that make us human - the ability to empathize, love, understand ourselves and other people, control our aggressive impulses and not harm ourselves and others, achieve our goals, respect our own and other people's lives. These spiritual values ​​can only be perceived in the joint experience of the events of the life of an adult and a child.

For a family raising a child with disabilities, such functions as correctional and developmental, compensatory and rehabilitation functions are also important, the purpose of which is to restore the psychophysical and social status of the child, achieve material independence and social adaptation.

Education is a process of systematic and purposeful influence on a person, on his spiritual and physical development in order to prepare him for industrial, social and cultural activities. The goals of raising a child in a family are the comprehensive development of the individual. In the family, education is constantly carried out with the help of the authority of adults, their example, and family traditions. But it does not have clear organizational forms, such as lessons or classes. Education is carried out through the life of the family through individual influence on the child.

Family education is one of the forms of education of the younger generation in society, combining the purposeful actions of parents with the objective influence of family life, that is, spontaneous.

Spontaneous are unconscious, uncontrolled actions, for example, demeanor, ingrained habits of adults, their daily routine, and much more. Such exposures are repeated and affect the child from day to day. Parents often underestimate this parenting factor. Parents can count on success in raising children only when they firmly know what they are achieving, clearly set certain goals for themselves. pedagogical tasks.

In the family, the process of socialization of the child, incomparable in its educational significance, takes place, which implies a versatile knowledge of the surrounding social reality, mastering the skills of individual and collective work, familiarization with human culture. Leading in the formation of the child's personality are the moral atmosphere of family life, its way of life, style. This refers to social attitudes, the family value system, family relationships with each other and other people, moral ideals, family needs, family traditions. Intra-family relations for a child are the first specific example of social relations. As an important feature of family education, it should be noted that in a family environment, the child is early included in the system of these relations. In families with strong contacts between an adult and a child, a respectful attitude towards children, the latter are more actively developing such qualities as collectivism, goodwill, and independence.

But not always the family has a positive impact on children. The conflict atmosphere of the family, constant quarrels, scandals between family members have a negative effect. Neither the material conditions nor the pedagogical knowledge of the parents are able to compensate for the educational inferiority of the stressful tense atmosphere of the family.

Thus, the conflict atmosphere of the family often leads to negative consequences in the development of the child's personality. It has been statistically proven that only 22% of mental anomalies appear at an early age as a result of a birth defect. 88% of deviations arise as a result of unfavorable conditions of family education. If tension constantly reigns in the family, quarrels are repeated, then the child feels unhappy. In such circumstances, divorce is a necessary solution. After a divorce, both parents or one of them remarry - a remarried family is created. As studies show, usually with the remarriage of the mother, new problems arise. The child is forced to adapt to new habits, behavior, attitude towards himself on the part of the new parent and towards his mother, who until then had completely belonged to him.

Families are more likely to the following forms education - authoritarian and free. Supporters of the first adhere to the tactics of diktat, rejection of even well-founded demands of children, their needs, interests, do not recognize the child's right to independence, abuse restrictions, demand unquestioning obedience to themselves. As an example, one can cite a typical reaction of parents to the fair insistence of a child: “Shut up! Do as you are told! Leave me alone! etc. experts note that in such conditions, children (especially boys) grow up either aggressive or weak-willed. Frequent bans negatively affect the psyche of children. The statement of P.F. Lesgaft: “The whole secret of family education is to allow the child to develop independently, to do everything himself; adults should not run around and do nothing for their personal convenience and pleasure, but always treat the child from the first day of his birth as a person with full recognition of his personality.

Parents who adhere to the principle of free education believe that the child should develop without restrictions, duties. In conditions of permissiveness, a person can be formed who is not able to restrain his desires, take into account the interests and rights of other people. Many parents think that troubles with children happen “suddenly”, but this “suddenly” is prepared and due to a number of circumstances that they do not notice.

Families with children with disabilities can be divided into four groups:

9.Parents with a pronounced expansion of the sphere of parental feelings. Their typical parenting style is overprotection. Parents have inadequate ideas about the potential of their child, the mother has an exaggerated sense of anxiety and neuropsychic tension. The behavioral style of adult family members is characterized by an overly caring attitude towards the child, petty regulation of the family's lifestyle depending on the child's well-being, and restriction of social contacts. This style of family education is typical for most families of single mothers.

10.The second group is characterized by a style of cold communication - hypoprotection, a decrease in emotional contacts between parents and a child, a projection onto the child by both parents or one of them of their own undesirable qualities. Parents fix excessive attention on the treatment of the child, making excessive demands on the medical staff, trying to compensate for their own mental discomfort due to the emotional rejection of the child. Attitude to stressful situation leaves a strong imprint on the way out of it, which the family chooses.

11.Parents raising children in a collaborative style are a constructive and flexible form of mutually responsible relations between parents and a child in joint activities. As a way of life, this style arises when parents believe in the success of their child and the strengths of his nature, with a consistent understanding of the necessary amount of assistance, the development of the child's independence in the process of becoming special ways of his interaction with the outside world.

12.And the fourth group is the repressive style of family communication, which is characterized by a parental attitude to an authoritarian leading position. How the image of the relationship is manifested in a pessimistic view of the future of the child, in the constant restriction of his rights, in cruel parental instructions, the failure to comply with which is punished. In these families, the child is required to strictly perform all tasks, exercises, without taking into account his motor, mental and intellectual capabilities. Failure to comply with these requirements often results in physical punishment.

There are several models in relation to the child's defect, which determines the strategy and tactics of his upbringing.

The “protective upbringing” model is associated with an overestimation of the defect, which is manifested in the excessive care of a child with developmental disabilities. In this case, the child is excessively pampered, pitied, protected from all, even feasible for him, deeds. Adults do everything for the child and, having good intentions, essentially make him helpless, inept, inactive. The child does not master the simplest skills of self-service, does not fulfill the requirements of elders, does not know how to behave in society, and does not seek to communicate with other children. Thus, the model of "protective education" creates conditions for the artificial isolation of a disabled child from society and leads to the development of an egoistic personality with a predominance of passive consumer orientation. In the future, such a person, due to his personal characteristics, will hardly adapt to the team.

The other extreme is the relationship in the family, based on the model of "indifferent upbringing", which leads to the child's feelings of uselessness, rejection, feelings of loneliness. In a family with such a model of upbringing, the child becomes timid, downtrodden, loses the gullibility and sincerity inherent in children in relations with parents. Children develop the ability to adapt to environment, indifferent unfriendly attitude towards relatives, adults and other children. It should be noted that both models of family education in equally harm the child. Ignoring a defect, upbringing based on unjustified optimism (“all paths are open for you”) can lead an abnormal child to deep mental trauma, especially when, when choosing a profession, a teenager or young man understands the limitations of his own abilities. In cases where parents make unbearable demands on the child, forcing him to make excessive efforts to fulfill them, the child is physically overstrained and suffers morally, seeing the discontent of adults. Parents, in turn, feel dissatisfied, angry that they did not live up to their expectations. On this basis, a protracted conflict arises, in which the most suffering party is the child.

Non-constructive models of family upbringing of a child with developmental disabilities create the prerequisites for the emergence of secondary deviations in his mental development, which have a significant impact on the intellectual and personal development of the child. Only an adequate assessment of deviations in the development of the child by the parents serves as the basis and basis for the successful upbringing of his personality.

In addition, it should be borne in mind that most families where a child with developmental disabilities is brought up have more low level education and professional qualifications, therefore, cannot contribute to a full-fledged intellectual and social development child. In addition, the problems of the family of a child with special needs are considered, as a rule, through the prism of the problems of the child himself. At the same time, it is considered sufficient to limit guidelines on the education and upbringing of a child with special needs, excluding the impact on the parents themselves, not taking into account their personal characteristics.

Researchers identify a number of reasons that negatively affect the effectiveness of family education:

1.Lack of a parenting program for parents, the spontaneous nature of raising and educating a child, fragmentary pedagogical knowledge, misunderstanding of the age characteristics, needs of the child, the idea of ​​a student as a reduced copy of adults; misunderstanding of the role of assessment in the upbringing and education of the child, the desire to evaluate not the behavior and activities of the child, but his personality.

2.The monotony and lack of content of the child's activities in the family, the lack of communication between adults and children.

3.The inability to give the child an objective description, to analyze their methods of education.

Often mistakes are made in the upbringing of children, which are associated with the wrong idea of ​​​​parents about upbringing, as well as the influence on children of the whole way of life of the family, the personal example of adults. The most typical mistakes parents, for example, a child is deceived in order to achieve obedience from him, physical punishment is applied to him, they do not follow the sequence in the requirements, strict demands on the child are combined with connivance.

The functions of the family can be disrupted as a result of the influence of a very wide range of factors, including the characteristics of the personalities of its members and the relationship between them, certain conditions family life, disruption of family structure, etc.

The functions and structure of the family may change depending on the stages of its life. Consider the main periods of the life cycle of a family with a child with disabilities:

1.The birth of a child - obtaining information about the presence of a pathology, emotional acceptance and getting used to this problem, communication to other family members and loved ones.

2.Preschool age of the child - interaction with specialists, decision-making on the form of life, organization of treatment, rehabilitation, education and upbringing of the child.

3.School age of the child - interaction with specialists, making decisions about the form of schooling, organizing studies, solving problems of adults and peers regarding communication with the child.

4.Adolescence of a child - interaction with specialists, getting used to the chronic nature of the child's illness, solving problems of isolation from peers, planning the child's future employment.

5.The "release" period - interaction with specialists, recognition and getting used to the ongoing family responsibility, making a decision about a suitable place for the child to live.

6.The post-building period is the restructuring of relationships between spouses (if the child is “attached”) and interaction with specialists in the new place of residence of the child.

It is in the family that the child learns certain behavioral skills, ideas about himself and others, about the world as a whole. Therefore, the correct adequate attitude of the family to the child's illnesses, to his problem and difficulties

these are important factors in the rehabilitation of a growing personality.

Living a child with disabilities in a family creates a very special environment in it. It depends, first of all, on the parents themselves, on the attitudes formed in the attitudes of other children towards him. The attitude of people close to him to the child depends on what feelings he will form (a feeling of love or aggressive reactions with severe nervousness, contributing to hostility and emotional outbursts).

Thus, the family plays a very important role in the life of every person. It is especially important to realize the importance of the family in the life of a child whose personality is still being formed. For him, the family is the closest people who accept him as he is, regardless of social status, health status and individual characteristics. This is the place where you can solve problems that have arisen, find help, understanding and sympathy.

Chapter 2SURVEYING PARENTS RAISING CHILDREN WITH DISABILITIES TO REVEAL THE DIFFICULTIES THEY HAVE TO FACE IN INCLUSIVE CONDITIONS

Organization and research methodology

The purpose of the study was to conduct a survey of parents of children with disabilities using a specially designed questionnaire aimed at identifying the difficulties they face when a child enters the conditions of inclusion.

When planning the study, we set ourselves the following tasks:

1.To study the theoretical and methodological foundations of psychological and pedagogical support for a family raising a child with disabilities.

2.To develop an author's questionnaire for parents of children with disabilities, aimed at identifying the difficulties they face when a child enters the conditions of inclusion.

3.Analyze the results obtained using the methods of mathematical statistics.

4.Summarize the work done.

5.Based on the data obtained, develop a model of psychological and pedagogical support for children with disabilities and their families.

1.The preparatory stage is the development of the questionnaire, the definition of the research base.

2.The main stage is the implementation of the study.

3.The final stage is the writing of conclusions and recommendations.

The research base is families raising children with disabilities and teachers working with children with disabilities in the city of Zheleznodorozhny.

The study was conducted by questioning parents raising children with disabilities (hereinafter referred to as children with disabilities) in order to obtain data on the needs of parents of children with disabilities, their difficulties when their children get into conditions of inclusion, as well as the readiness of the pedagogical community to work. with children in inclusive education.

The results of the survey served as the basis for further development of a model of psychological and pedagogical support for children and their families. The results of the study will make it possible to outline the necessary transformations in the educational system of the region in the direction of the full-fledged education of various categories of children with disabilities.

Full-fledged subjects of education are parents - customers of educational services and teachers as executors of meeting the needs in teaching children with disabilities.

The study involved 10 families raising children with developmental disabilities, and 10 teachers teaching children with disabilities in terms of integration.

Summary data on children with disabilities are presented in table 1

Table 1

Pupil Age Type of disability Family typeVasily D. 8 years and 2 months ZPR complete Mirovlav K. 7 years and 9 months ZPR incomplete Angelina Zh. 9 years and 2 months ZPR incomplete Ivan P. 8 years and 9 months ZPR incomplete Nadezhda T. 8 years Visual impairment complete months Visual impairment complete Anton P. 8 years and 10 months Disorder of the musculoskeletal system complete Makar V. 7 years and 8 months Speech impairment complete

Analysis of the results of the study

The results of the parent survey are presented below.

To question 1 “What program is your child studying in”? The answers were distributed as follows:

-40% of children are involved in the program for children with mental retardation;

-20% - under the program for children with visual impairment;

-10% - program for children with disorders of the musculoskeletal system;

-30% of parents do not know their child's education program (in this sample group there are children with speech development delay).

Figure 2.1 - Results of answers to the question "What program is your child studying in?"

Question 2 "What form does your child study in?" showed the following results:

-80% of children study integrated in a mass school;

The world of a special child - it is closed from the eyes of strangers.
The world of a special child - allows only its own.
The world of a special child is interesting and shy.
The world of a special child is ugly and beautiful.
Clumsy, sometimes strange, good-natured and open.
The world of a special child sometimes scares us.
Why is he aggressive? Why doesn't he speak?
The world of a special child - it is closed from the eyes of strangers.
The world of a special child - allows only its own!

Federal Law No. 273-FZ dated December 29, 2012
"On Education in the Russian Federation"
defines the creation of special
conditions for persons with disabilities, which include
use of special educational
programs, manuals and didactic
materials (clause 3, article 79).

Federal law defines students with
disabilities as
individuals with disabilities
physical and/or psychological
development, confirmed by the conclusion
psychological-medical-pedagogical commission and
hindering education without
creation of special conditions.

Groups of children with disabilities:
children with disorders of the musculoskeletal system;
children with hearing impairments (deaf, hard of hearing);
children with visual impairments (blind, visually impaired);
children with severe speech disorders;
children with mental retardation;
children with mental retardation;
children with autism spectrum disorder.

Since 1946, the term handicapped children has appeared - these are
children with disabilities
mental, physical development.
Since 1996, the term children with
health limitations.

Integration or Inclusion?

INTEGRATION OR
INCLUSION?

The concept of "accompaniment"

1) as a special form of teacher activity aimed at interaction on
assistance to the person accompanied in the process of his personal growth, choice of ways
behavior, decision-making (N. S. Pryazhnikov, S. N. Chistyakova);
2) as a holistic process of study, formation, development and correction
professional growth of the teacher's personality (E. F. Zeer);
3) as the interaction of the escort and the escorted, aimed at
permission life problems accompanied (N. L. Konovalova);
4) as a system of professional activity that ensures the creation of conditions for
successful adaptation of a person to the conditions of his life (G. Bardier, M.R.
Bityanova, I. Romazan, T. Cherednikova);
5) as a systemic integrative "technology" of socio-psychological assistance
personality (N. Osukhova);
6) as an activity that ensures the creation of conditions for the adoption by the subject of development
optimal solution in various situations of life choice (E. I. Kazakova, A. P.
Tryapitsyn);
7) a complex method based on the unity of interaction
accompanying and accompanied, aimed at resolving vital

Psychological and pedagogical support is aimed at ensuring consistent processes:

1) support for the development of the child and
support of the learning process,
education, correction of existing deviations
2) Comprehensive technology, special way
support the child, help him in solving problems
development, training, education, socialization.

The purpose of the psychological and pedagogical support of a child with disabilities studying in a general education institution is to ensure

optimal development of the child,
successful integration into society. (what
practically impossible under conditions
special school)

Tasks of accompanying children:

prevention of child development problems;
assistance (assistance) to the child in solving urgent problems
development, training, socialization: educational difficulties,
problems with the choice of educational and
professional route, violations of the emotional-volitional sphere, problems of relationships with
peers, teachers, parents;
psychological support of educational programs;
development of psychological and pedagogical competence
(psychological culture) of students, parents, teachers

Escort service

is an association of specialists from different
profile carrying out the process
escorts. The team unites
teachers, teachers-defectologists,
psychologists, social educators,
representatives of the parent asset.

The tasks of psychological and pedagogical support at different levels of education are different

Preschool education - early diagnosis and correction
developmental disabilities, school readiness.
Primary school - determination of readiness for schooling,
ensuring adaptation to school, increasing interest
schoolchildren in learning activities, development of cognitive and
educational
motivation,
development
independence
And
self-organization, support in the formation of desires and "skills
learning, development of creative abilities.
13

Main
school - accompaniment of the transition to the main
school, adaptation to new learning conditions, support in
decision
personal
And
value-semantic
self-determination
and self-development, help
in
decision
personal problems and problems of socialization, the formation
life skills, prevention of neurosis, assistance in
building constructive relationships with parents and
peers,
prevention
deviant
behavior,
drug addiction.
High school - assistance in profile orientation and
professional self-determination, support in solving
existential problems (self-knowledge, search for the meaning of life,
achievement
personal
identity), development
temporal
prospects,
capabilities
to
goal setting
development
psychosocial competence, prevention of deviant
behavior, drug addiction.
14

Maintenance Diagnostic
minimum
Strategy
escorts
-Features of mental processes;
Intelligence social character-Features of speech activity;
-Features of motor skills (coordination,
Medical Data
fine motor skills, etc.);
-Formation of representations (volume,
adequacy, timing and
spatial representations);
-Characteristics of communication;
-Emotions;
-Self-esteem;
- The role of the learner
15

Special educational conditions include:
professional development of teachers, training of teachers, their
preparation for working with children with disabilities;
methodological component;
changes in educational program, i.e
appearance of a certain section in the main
educational program, which the Federal State Educational Standard defines as
"Correctional work/inclusive education".

When working with children with disabilities, the teacher-psychologist reveals the features of their intellectual development, personal and behavioral

reactions, conducts group and individual lessons,
aimed at normalizing the emotional-volitional
spheres, the formation of productive ways
mental activity, as well as for the prevention
possible deviations of interpersonal relationships;
provides methodological assistance to teachers; develops
psychological and pedagogical competence of teachers and
parents.

Organizational model of complex psychological and pedagogical support for children with disabilities in a secondary school.

Organizational model of complex psychological and pedagogical support for children with disabilities in
general education school.

Student support algorithm - inclusive

Algorithm for supporting the student inclusively
Request for examination of the child (by decision
PMP of the council);
Examination of the child (by all specialists
PMPk);
Definition of educational route and
necessary corrective assistance;
Carrying out correctional and developmental
work;
Re-survey for tracking
development dynamics.

Individual educational route
compiled for a student with disabilities for the academic year and
contains real, specific goals, objectives and
educational material within the scope of his
nearest development.
In order to improve the quality of psychological and pedagogical assistance to a child with disabilities before
the teacher-psychologist has a task - for more
successful socialization of children more carefully
think over the content of an individual route.
Taking into account an individual approach to each
a comfortable psycho-emotional learning mode is created for the student, which contributes to
cooperation (“student-teacher”, “student-student”).

Model of psychological and pedagogical support

Motivational stage (favorable
teacher-child-parent relationship
Indicative stage (determining the meaning
and content of future work)
Content-operational stage
(correction programs are being developed for
diagnostic basis of a particular child)
Evaluation stage (analysis of results)

The goal of teaching a child is
to make him capable
move on without help
teachers.
Elbert Green Hubbard.

But! let's face it

BUT!
LET'S FACE THE TRUTH

Real problems: -providing (with personnel, resources, forces); - paperwork; - cultural readiness of the society itself

(readiness of the state, institutions,
parents, children and those who are on the side of children with
HIA);
- load of teachers

Practical techniques for working with children with disabilities

The birth of a child with a disorder for most families is a huge tragedy.

The following features of families with children with pathology are distinguished:
-
Interaction with society is disrupted
Violated intra-family relations, especially matrimonial.
Possible reproductive disorder
There are misconceptions about treatment and education
child
- Prolonged stress leads to increased
irritability, mutual reproaches, deterioration of marital
relations in general
26

Qualitative changes are taking place in the families of children with disabilities at three levels:

psychological - due to chronic stress caused by
disease of the child, constant and different in their
nature by psychotraumatic influences;
social - a family of this category narrows the circle of their contacts,
mothers most often leave work; birth of a child
distorts the relationship between spouses,
somatic - stress experienced by parents, expressed in
various psychosomatic diseases.
27

"Parents Club" Conduct thematic meetings of interested parents and parents of children with disabilities to improve culture, and

also help parents understand their
educational successes and failures and,
maybe rethink the system
interactions with your child

How to help your child learn

Treat your child as an equal, encourage him
independence, form an active life
position, faith in yourself and your strengths.
Encourage and stimulate the child's physical activity,
accustom him to the obligatory fulfillment of the morning
gymnastics, exercise.
Use various exercises to develop thinking
child.
30

Exercises to develop the child's thinking

When working with text, to facilitate its understanding, comprehension and
subsequent memorization, the child must master the semantic division of the text
into parts and headings of parts.
After reading (listening to) the text, be sure to ask the child questions
to check the correctness of his perception, as well as questions requiring
manifestations of their own attitude to what they read. Include more of these
questions: “Why?”, “Why?”, “What do you think?”.
Play with the child in the game "Who is extra?". Such a game leads to active development
thinking and logic.
Ask your child riddles more often, come up with new ones with him.
Play: "Design in one word." For example, "Chair, table, wardrobe, bed -
this…".
31

Make it a rule: never give your child ready-made
knowledge, it is better to help him "discover" them himself.
There is a relationship between the level of development of thinking and
speech from development fine motor skills hands, so let
your child often sculpts from clay and plasticine,
cuts out of paper, paints over shapes, makes
crafts, etc.
32

Develop your child's language

Enter new words, expressions into the child's dictionary with an explanation of them
values ​​and based on observation.
Clarify your child's understanding of a particular subject
and phenomenon.
Encourage your child to write stories, share their
impressions, retell texts.
In order for the child to correctly and adequately perceive
the world around us, we need to use more visual and
technical means.
33

Use the "golden" rule of Ya.A. Comenius: "Everything that is possible to present to the child visually."

Use drawings, layouts, filmstrips more widely, take mini-excursions with your child, and be sure to stimulate
activity of the child to get acquainted with objects, fill
lack of visual information through touch, hearing,
smell.
34In order to facilitate the memorization of the material, it is necessary to install on
memorization so that the child has a desire to remember.
Meaningful work on the material also contributes to more
keeping it firmly in memory. For example, breaking it down into
components, drawing up a reference diagram - significantly
facilitates memorization and reproduction in the future.
There must be a setting for the time during which
keep this material in mind, as the results of research
showed that, depending on how long the child put
setting for memorization, this material was stored in it35
memory.

It is necessary to organize repetition correctly. psychologists and
physiologists have determined the most favorable repetition mode:
after 20 minutes, then after 3 hours, then after 8 hours, and then on
the next day.
Children still have little self-control, they do not yet understand
whether they learned the material or not. To overcome this feature
it is necessary to explain to the children that, “if you want to test yourself, tell
text, rule for yourself, grandmother or mother, without looking into the book. In extreme
If so, look at the book again and then try to retell it again.”
Draw different shapes on a piece of paper in random order,
let your child look at them for 10 seconds, after which
invite him to fully restore what he saw. Such an exercise
leads to the development of visual memory.
36

Effective methods of corrective action
on the emotional and cognitive sphere of children with
developmental disabilities are: involve children:
- game situations requiring assistance
any character (task: explain, teach, convince);
- didactic games related to search
specific and generic characteristics of objects;
- game trainings that contribute to the development of skills
communicate with each other, take the place of another;
- psycho-gymnastics and relaxation, allowing you to remove
muscle spasms and clamps, especially in the face and
hands.

To enhance the activities of students with disabilities, you can
use the following active methods and techniques
learning:
1. Use of signal cards when performing
tasks (on the one hand, it shows a plus, with
the other is a minus; circles of different colors according to sounds, cards with
letters). Children complete the task or evaluate it
right. Cards can be used for
the study of any topic in order to test the knowledge of students,
identifying gaps in the material covered. Convenience and
their effectiveness lies in the fact that it is immediately visible
the work of every child.
Widely used reception with different colors
images.

The widely used method
with various colors
images.
They show the card to
accordance with their
mood at the beginning and
the end of the lesson. In this
case can be traced
How does emotional change
student's condition
the course of the lesson.

Knots for memory (compilation, recording and hanging on
board highlights of the study of the topic, conclusions,
to remember). This approach can
use at the end of the study of the topic - to consolidate,
debriefing; during the study of the material - for
assistance in completing assignments.
Using inserts on the board (letters, words) when
completing a task, solving a crossword puzzle, etc.
Perception of the material at a certain stage of the lesson with
eyes closed is used to develop auditory
perception, attention and memory.

respect the child, treat him as
a full-fledged personality, take care of him,
attention, patience and be sure - your
efforts will not go to waste.