The article reveals the areas of activity of a social teacher to solve the problems of implementing inclusive education in a specific educational organization. The activities of a social teacher to solve the problem of regulatory support for inclusive education may include: providing practical legal assistance; improving the legal culture of subjects of inclusive educational process; examination legal regulation relationships; participation in the development of local regulatory legal acts. To solve the problem of social partnership, the main directions are: the formation of public opinion; establishing and maintaining connections with social groups and organizations interested in the socio-pedagogical aspects of inclusive education; ensuring the legal space for social partnership. When organizing an escort service, the professional activity of a social teacher is to implement traditional directions, taking into account the characteristics of children with disabilities. disabilities health and their parents.
escort service.
social partnership
legal support
social teacher
inclusive education
1. Lysenko E.M. Teachers' attitude towards inclusive education // Inclusive education: experience and prospects: materials of the international. scientific-practical conf. (Saratov, November 14-17, 2008). – Saratov: IC “Science”, 2009. - P.318-323.
2. Mikhailina M.Yu., Sayfullina L.R. Inclusive education of disabled children and children with poor health // Inclusive education: experience and prospects: materials of the international. scientific-practical Conf. (Saratov, November 14-17, 2008). – Saratov: IC “Science”, 2009. - P.336-344.
3. Nazarova N. Integrated (inclusive) education: genesis and problems of implementation // Social pedagogy. – 2010. - No. 1. – P.77-87.
4. Naumenko Yu.V., Naumenko O.V. Integrated education: harmonization of relations between a child with disabilities and peers // Social pedagogy. – 2013. - No. 4. – P.57-66.
5. New values of education. Parents and school are partners. – M.: 2004, Issue 1 (16). – 130 s.
The humanization of foreign pedagogy and psychology, largely due to liberal democratic reforms, and at the same time the creation of new pedagogical technologies associated with acquired technological and information capabilities, contributed to the development of the theory and practice of inclusive education abroad, which began in the second half of the twentieth century. Recently, in Russia there has been an increasing interest in inclusive education, characterized by a change in socio-political consciousness: from a culture of usefulness to society to a culture of dignity, to the recognition of the unconditional value for society of any human personality.
Let us clarify that by inclusive education we mean “... not only the active inclusion and participation of children with disabilities in the educational process of a regular school, but to a greater extent the restructuring of the entire process mass education as systems to meet the educational needs of all children."
Inclusive education has a number of advantages. In relation to children with disabilities, this means improving their social integration (more intensive educational programs, developing activity and independence, stimulating the formation social skills and skills, activation of compensatory mechanisms, etc.). In relation to ordinary children - promoting their moral development, recognition of the intrinsic value of each individual.
However, it must be emphasized that the benefits of inclusive education can be realized by overcoming a number of existing problems. Analysis of studies (for example, N. Nazarova, E.M. Lysenko, M.Yu. Mikhailina, L.R. Saifullina) allows us to identify the following groups:
Problems of legal and regulatory support: the presence of legislation covering all aspects of inclusive education;
Professional and personal readiness of a teacher of an educational organization to teach children with disabilities: knowledge about the age and personal development of children in an inclusive educational environment, the ability to differentiate educational difficulties of students, design and flexible implementation of the educational process, taking into account the correctional and developmental potential of its components , acceptance of children with disabilities, etc.;
Organization of education for children with disabilities related to the content of education (modification of curricula, adaptation curricula), with forms of education (drawing up individual lesson plans by specialists, teachers and parents), with means and methods of teaching (a set of handout didactic material that allows all children to participate in the educational process in accordance with their characteristics);
Creation of a certified educational environment, including material and technical equipment (ramps, lifts, classrooms physical therapy, psychomotor correction, etc.);
Social partnership, including moral and ethical relations between subjects of the inclusive educational process (which include tolerant attitude towards children with disabilities in children and adolescents, the attitude of parents of ordinary children towards inclusive education);
Organization of medical, social, psychological and pedagogical support services, including specialists and teachers;
Special preparation for work in conditions of inclusive education for teachers and specialists mass system education in the system of higher and secondary vocational education;
Prevention, early detection and early comprehensive assistance to children with disabilities and their families in order to facilitate the subsequent integration of the child.
Thus, solving a set of problems in the implementation of inclusive education is a complex multi-level process that requires the consolidation of the efforts of specialists in various fields. The key figure in inclusive education is a teacher who, as stated above, has basic and special competencies. There is a need to increase the staff of medical personnel, the introduction of positions of speech therapist, speech pathologist, massage therapist, physical therapy doctor, psychologists of various specializations, special attention is given to the work of a second teacher in the educational process and a tutor. Staffing poses new problems. Emphasizing the meaning integrated approach, we would like to dwell on the consideration in the article of the specifics of the professional activity of a social teacher in the conditions of inclusive education. We proceed from the following arguments. IN staffing table Many educational organizations have retained the position of social teacher. And most importantly: the goal of this specialist, which determines the other components of professional activity, is the successful socialization of the child. Thus, the social teacher already has certain professional opportunities to solve the problems of implementing inclusive education in a specific educational organization.
Solving the problem of legal and regulatory support for inclusive education at the level of an educational organization is associated with the implementation of a security and protective function by a social teacher.
To protect the rights and legitimate interests of the child, a social teacher must have regulatory competence. Its continuous development requires changes occurring in federal and regional legislation in the field of education, the formation of regulatory support for inclusive education. Therefore, working with legislative acts, normative documents, periodicals, and Internet resources is an important component of the professional activity of a social teacher. Another feature is the existence of legally regulated technologies (algorithms) for protecting the rights and legitimate interests of the child.
In the context of inclusive education, the protection of the child’s rights to education and health protection should be prioritized. The activities of a social teacher may include several areas: providing practical legal assistance (representing the interests of the child, protecting the violated rights of the child, etc.); improving the legal culture of subjects of the inclusive educational process; examination of the legal regulation of relations related to the education of children with disabilities; participation in the development of local regulations aimed at promoting the ideas of inclusive education and its regulation.
Other important issue inclusive education, in which a social teacher can play a crucial role, is social partnership as a full-fledged productive interaction between the school, the public and parents, adults and children.
Ensuring partnership is in itself an important and difficult to implement condition for the development of a modern educational organization; the implementation of inclusive education significantly increases its complexity. Let us expand on this thesis. The essence of the partnership can be revealed as follows: this is “...a way of voluntary interaction for the sake of achieving common (or similar) goals and joint problem solving on the basis of mutual respect and recognition: equal rights of subjects (participants) of interaction and communication...; the own interests of each of the participants, their sovereignty, autonomy and independence; the need to develop common methods of action and norms of behavior and follow them.” Based on this understanding of partnership, it becomes clear why inclusive education makes interaction even more difficult: not all parents of ordinary children consider it necessary to study in a regular educational organization for children with disabilities. So, Yu.V. Naumenko and O.V. Naumenko provides data from a survey of Russians in 2012 by the Public Opinion Foundation, in which 1,500 respondents from 43 regions took part Russian Federation. 35% of respondents are against integrated (inclusive) education; At the same time, 26% of respondents are confident that joint education of disabled children and ordinary children will lead to a deterioration in the quality of education; 39% of respondents are convinced that ordinary children will feel bad when studying together with people with disabilities. The problem is aggravated due to the fact that through the traditional mechanism of socialization, children learn from their parents their views, beliefs and demonstrate hostility towards children with disabilities.
When solving the problem of social partnership in inclusive education, the main directions of the professional activity of a social teacher, from our point of view, are: the formation of public opinion; establishing and maintaining connections with social groups and organizations interested in the socio-pedagogical aspects of inclusive education; ensuring the legal space for social partnership. Let us note some aspects of these areas of professional activity of a social teacher.
The formation of public opinion is associated with the disclosure of the values of modern education, the feasibility and possibility of an inclusive educational process. Understanding the information received and an emotional response to it contribute to the acceptance of values. Moreover, the discussion should begin with parents and school students. They determine the direction of public opinion.
An educational organization establishes and maintains systematic connections with social groups and organizations in various fields (spheres of social management, economic activity, social protection, education and socialization of minors, etc.). The goals of establishing and maintaining connections carried out by a social educator include the consolidation of values and opportunities. This is, first of all, providing external support to an educational organization with inclusive education in the implementation of its social obligations. Particular attention is paid to organizing volunteer activities with the involvement of both adults and children, while the social educator should monitor the conditions under which volunteering can serve as a standard of relationships for other subjects of the inclusive educational process (reliance on proactive initiative, moral satisfaction, etc.).
When a social teacher provides the legal space for partnership, it is important to bring the acts of interaction between social partners in line with existing legal norms, professional assistance is also needed in the development by partners of their own regulatory documents that clarify and regulate their relationships.
Another key problem of inclusive education, in solving which the professional activity of a social teacher is of great importance, is the organization of medical, social, psychological and pedagogical support services. Systematic activities of support service specialists are possible both with their involvement in an educational organization, and on the basis of interdepartmental interaction in the presence of an agreement and a plan for joint work. Thus, a social teacher, being an employee of other institutions, can be involved in the inclusive educational process. The specificity of the professional activity of a social teacher in the support service lies, in our opinion, in taking into account the characteristics of children with disabilities and their parents when choosing content, forms, methods and techniques for implementing traditional areas for this specialist, for example, preventing the use of psychoactive substances or preventing juvenile delinquency .
To summarize, we hope that our article can make a certain contribution to the work on developing models of professional activity of specialists - subjects of the inclusive educational process. And let us emphasize once again that the importance of multidisciplinary and team approaches as the main principles of the professional activity of a social teacher in the conditions of inclusive education is only increasing.
Reviewers:Aleksandrova E.A., Doctor of Pedagogical Sciences, Professor of the Department of Educational Methodology, Faculty of Psychological, Pedagogical and Special Education, Federal State Budgetary Educational Institution of Higher Professional Education "Saratov" state university named after N.G. Chernyshevsky" of the Ministry of Education and Science of the Russian Federation, Saratov;
Shamionov R.M., Doctor of Psychology, Professor, Dean of the Faculty of Psychological, Pedagogical and Special Education, Saratov State University named after N.G. Chernyshevsky" of the Ministry of Education and Science of the Russian Federation, Saratov.
Bibliographic link
Kirilenko N.P. SPECIFICITY OF PROFESSIONAL ACTIVITY OF A SOCIAL TEACHER IN SOLVING PROBLEMS OF INCLUSIVE EDUCATION // Contemporary issues science and education. – 2014. – No. 6.;URL: http://science-education.ru/ru/article/view?id=16642 (access date: 04/06/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
PROFESSIONAL ACTIVITY OF A TEACHER IN CONDITIONS OF INCLUSIVE EDUCATION Speaker: FEOFANOV Vasily Nikolaevich, Associate Professor of the Department of Special, Clinical Psychology and Inclusive Education of the RSSU, Ph.D. psychol. Sciences Moscow I ALL-RUSSIAN CONGRESS OF DEFECTOLOGISTS “SPECIAL CHILDREN IN SOCIETY”
When famous American writer Mark Twain was asked who he considered the most outstanding people 19th century, he replied: “Napoleon and Helen Keller.” Another time, Mark Twain spoke of Helen Keller as the most remarkable woman since Joan of Arc. It was only thanks to the patience and skill of teacher Anna Sullivan that Elena Keller earned such high praise from the great writer. Teachers play a key role in implementing inclusive education for students with disabilities
“I was able to succeed and overcome autism because I had good teachers.” Temple Grandin (genus) Based on personal experience Grandin stands for early detection and the mandatory intervention of professionals in the education of children with autism, for providing all possible support to teachers who work with such children. Teachers play a key role in implementing inclusive education for students with disabilities
As a schoolboy, Brad Cohen, main character painting “Before the Class”, he more than once encountered teachers who punished him for his illness - Toirette syndrome, which, in their opinion, interfered with the educational process. As an adult, Brad decided to challenge the many barriers that stood in his way. Overcoming a lot of difficulties, encountering misunderstanding and rebuff from officials, the hero of the film “Before the Class” stubbornly proved his right to become the kind of teacher he himself never had in childhood. The film is based on Brad Cohen's autobiographical book Front of the Class: How Tourette Syndrome Made Me the Teacher I Never Had. Teachers play a key role in implementing inclusive education for students with disabilities
Professional competence of inclusive teachers; reorganization of the system of training and professional support of teaching staff; formation of a positive attitude towards the phenomenon of disability among teachers, parents and children with a normative developmental variant; changing the structure of curriculum and classroom space to meet the needs of all categories of children. According to most experts, the success of inclusion largely depends on a complex of pedagogical and psychological resources. Among them:
Availability of theoretical knowledge and practical skills in the field of general and special (correctional) pedagogy, age and individual psychological and physiological characteristics of children, including children with disabilities; focus on individual approach, a focus on supporting the development of the individual and unique personality of each child, in particular the knowledge of diagnostic methods that allow us to determine the unique needs, strengths and potential capabilities of each child in the class; mastery of variable educational methods and technologies, including specific methods and methods of correctional support for a child in the system of inclusive and integrated education; Life itself has put on the agenda the problem of expanding the scope of pedagogical competencies. The main components of professional competence in the field of inclusive education of students with disabilities are:
Knowledge of optimal ways to organize a correctional and developmental environment in the conditions of inclusive education and the use of resources of a general education institution for the development of children (creation of special conditions for training and education, including barrier-free environment life activity; use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and teaching materials, technical teaching aids for collective and individual use; providing the services of an assistant (tutor) who provides children with the necessary technical assistance); Professional competencies in the field of inclusive education (continued):
Availability of skills and abilities of team interaction between all subjects of the educational environment (with students individually and in groups, with parents, fellow teachers, specialists, management); implementation of professional self-education on the issues of training, education and development of children with disabilities in an inclusive educational environment; improvement of practical skills, constant professional and personal growth. Professional competencies in the field of inclusive education (completion):
System of professional training and support of teaching staff: 1. University preparation. From September 1, 1995 to the curriculum pedagogical universities The training course “Special Psychology and Correctional Pedagogy” was introduced. Since 2010, Federal State Regulations have come into force educational standards third generation higher professional education in areas of training " Psychological and pedagogical education" and "Special (defectological) education". Currently, the training of certified specialists is carried out at the relevant faculties (departments, departments) of more than 100 universities, and at the same time, there is an acute shortage of specialists with higher defectology education in the country. Thus, according to the Ministry of Education and Science and the Ministry of Health of Russia, the need for highly qualified defectologists in the country is satisfied by 12-17%. 2. Postgraduate improvement, i.e. training of teachers who already have some experience of practical work in secondary schools. As practice shows, teaching children with disabilities undoubtedly poses a great challenge for teachers who were initially trained to work with schoolchildren who have a normative developmental variant. But short-term courses cannot fully solve the problem of professional training of qualified specialists. For short term It is not possible to form a new professional thinking of teachers, rebuild their personal attitudes, create a new attitude towards teaching activities necessary for solving problems pedagogical correction and rehabilitation of children.
System of professional training and support for teaching staff (final): 3. Support of specialists providing inclusive education. An analysis of the first results of the introduction of inclusive education shows that many teachers: do not have special training to work with children with disabilities and note tangible gaps in theoretical and practical training; have difficulty organizing a specific lesson in such a class; indicate the absence (inadequacy) of the necessary professional and psychological support (both from the administration and from colleagues; this insufficient professional competence at work can provoke the development of burnout syndrome.
1. Inform about what inclusion is, its values, principles, history. 2. To form a value-based (and not just tolerant) attitude towards children with special educational needs and to the problems of their development - as the basis for a responsible pedagogical position of the teacher. 3. Provide teachers with modern knowledge about children, their problems, modern childhood, patterns and characteristics of mental development. 4. Help the teacher master modern and effective technologies, methods and techniques for teaching children with special educational needs, taking into account their psychophysiological capabilities and limitations (resource pedagogy); 5. Discuss the fears and prejudices (myths of inclusion) of teachers. Show the possibilities of inclusive practice based on scientific facts, films, manuals. 6. Enrich the communicative experience of teachers, form productive cooperation. What competencies should teachers who teach children with disabilities develop?
1. Organization of a system of continuous professional development for teachers. In Italy, for example, all directors are required to take part in on-the-job training, and teachers are required to attend a 40-hour training course per year. 2. Organization of intra-school events aimed at forming a team of like-minded people. This will allow you to experience more experienced colleagues, get answers to specific questions, avoid possible errors and difficulties in their practical activities. Possible forms are permanent problem seminars, round tables, psychological workshops, individual consultations with certified specialists, communication in a professional club, etc.); 3. Close interaction between schools and specialists from organizations related to the field of healthcare and social protection of the population. 4. Providing teachers with the necessary professional and psychological support (both from the administration and from the psychologist). How to prepare teachers to work with children with disabilities?
The term comes from supervidere and means “to view from above.” In the very in a general sense psychological supervision is the activity of supervisors aimed at providing assistance with psychological means to specialists who professionally provide assistance to clients, patients (supervised) in solving professional-personal or personal- professional problems. The main goal of supervision is for one person, the supervisor, to meet with another, the supervisee, and try to make the latter more effective in helping people, promoting his personal and professional growth. Supervision as a form of support for teachers
Educational (training, developmental) function: vocational training, training, education, transfer of knowledge and skills, training (exercise of methods and methods), instructions for self-reflection, constructive feedback, professional socialization, development of professional identity. Supporting (advisory) function: Emotional support in cases of difficult professional situations, support or unloading, help if necessary to cope with stress at work, creating self-defense against overload, personal mental hygiene, psychoprevention of burnout syndrome, professional and personal deformation. Administrative (control, expert) function: assessment (examination, assurance) of quality, optimization and improvement of the activities of specialists in helping professions or the optimal “functioning” of an institution, preservation of ethical professional principles, control of legislative or departmental regulations, protection of clients and patients. Supervision functions
The method of discussion-based research and educational group seminars received its name from the name of its creator, Michael Balint (), who in the 50s conducted seminars at the London Tavistock Clinic with medical students and physician assistants in order to orient them towards “patient-centered” medicine , contrasting it with the “disease-centered” one. In the classical Balint group, the central object of study is the “specialist-client” relationship. Subsequently, the training and professional development goal came to the fore. Objectives of the Balint group: 1. Increasing competence in professional interpersonal communication. 2. Awareness of personal “blind spots” that block professional relationships with the client. 3. Expanding ideas about correction process. 4. Psychoprophylaxis for group members, based on the possibility of working through “unsuccessful” cases in a situation of collegial support. Balint groups as a form of support for teachers
Gaining confidence in success, maintaining self-esteem; Activation of personal resources, promotes professional growth; Full realization of professional potential; And ultimately, it helps to optimize professional activities. What does increasing professional competence give?
Areas of professional activity of a special education teacher:
Prevention;
Diagnostics and consultation;
Pedagogical education;
Participation in psychological and psychotherapeutic assistance;
Educational and social-pedagogical activities;
Organization and management of education;
Teaching activities;
Research activities.
Special education teachers perform their professional duties in various educational institutions, both special and general purpose, in orphanages and boarding schools, and provide individual education and upbringing of children with developmental disabilities at home.
A special education teacher must have the following qualities:
Pedagogical orientation is a collective property of a teacher’s personality, which is a complex of psychological attitudes towards working with children with developmental disabilities, professional interests and personal qualities, as well as professional self-awareness;
Empathy is the ability to respond emotionally to the experiences of another, to empathize with him in the process of interaction and communication;
Pedagogical tact is a sense of proportion, manifested in the ability to behave in an appropriate manner. The teacher's tact is that he maintains personal dignity and does not infringe on the pride of children, their parents, and work colleagues;
Pedagogical vigilance is the ability of a teacher to record what is essential in the development of a child, to foresee prospects and dynamics in the formation of the personality of each child; pedagogical optimism is based on the teacher’s deep faith in the strengths and capabilities of every child with special educational needs, in the effectiveness of the special educational process; culture of professional learning - the ability to organize proper relationships with children, their parents, and colleagues; pedagogical reflection - self-analysis of the steps taken, evaluation of the results obtained, correlating them with the goal.
The skill of a teacher is a high level of creative mastery of a modern arsenal of means of psychological and pedagogical influence; their effective use in all activities. Pedagogical technique is a necessary component of pedagogical skill.
The most important traits of professional character according to N.M. Nazarova:
Kindness;
Responsibility;
Patience;
The ability to empathize; energy; passion for your work;
Respect and love for your students;
Professional honesty and integrity.
Vocational guidance, vocational education system for persons with limited ability to work, their social and labor rehabilitation.
1. Vocational guidance is a generalized concept of one of the components of universal human culture, manifested in the form of society’s concern for the professional development of the younger generation, support and development of natural talents, as well as a set of special measures to assist a person in professional self-determination and in choosing the optimal type of employment, taking into account his needs and opportunities, socio-economic situation in the labor market. Career guidance work includes social and pedagogical support, social and labor support - intermediary assistance in obtaining vocational training.
Directions of professional guidance:
professional information;
professional consultation;
professional selection:
professional, industrial and social adaptation.
Teachers of special educational institutions, based on the use of various forms and methods, must prepare children for an informed choice of profession, taking into account their individual characteristics. Stages of career guidance work (according to O.E. Bulanova):
junior school age - preparing children for labor efforts, familiarizing themselves with professions, the world of work, developing in them the need to benefit others through their work;
age 10-2 years - inclusion of children in socially useful work, formation of motives for choosing a profession, interest in specific work activities;
age 12-14 years - children should have developed systematic knowledge, as well as the ability to navigate the world of professions, interest in a specific profession;
age 14-17 years - social and professional orientation of preparation for work in the field of material production, taking into account the psychophysical capabilities of children.
2. A person with limited ability to work (depending on the nature and severity of the impairment) can receive vocational education - primary, secondary, higher.
Primary vocational education aims to prepare, as a rule, on the basis general education qualified workers in all main areas of socially useful activities. It can be obtained in vocational schools and other types of educational institutions at this level.
Secondary vocational education is focused on training, on the basis of basic general, secondary (complete) general or primary vocational education, mid-level specialists for all sectors of the national economy. Secondary vocational education can be obtained at a secondary specialized educational institution (school, college) or at a higher educational institution at the first stage of higher vocational education.
Higher professional education can be obtained at universities, academies, institutes, conservatories, and higher professional schools.
Upon completion of training at each level, the graduate receives a diploma, which gives the right to engage in professional activities or move on to the next stage of education.
Solving the problem of vocational education and employment of persons with disabilities is facilitated by new models of special educational institutions that actually provide vocational training and employment for their students.
In the Russian Federation, working disabled people make up about 11% of the total number of people with disabilities, although, according to some data, 2/3 of them are able and willing to work.
Medical, psychological and pedagogical prevention of various types of developmental disorders .
Early care is a rapidly developing area of interdisciplinary knowledge that examines the theoretical and practical foundations of comprehensive care for children in the first months and years of life from groups at medical, genetic and social risk of developmental delay. Prevention of disability and reduction in the degree of disability depend on the effective organization of early assistance. The early assistance system integrates such a concept as "escort".Habilitation - a set of measures to develop and compensate for missing or impaired functions and adaptation capabilities.
Prevention is understood as a set of measures aimed at preventing the occurrence of physical, mental, mental and sensory defects (first-level prevention) or eliminating the possibility of a defect becoming a permanent limitation or disability (second-level prevention).
Early assistance involves a wide range of long-term medical, psychological, social and pedagogical services, family-oriented, and this activity is carried out in the coordinated work of specialists. Such events include:
detection of an infant with developmental delay or risk of delay and involves early diagnosis.
determining the child’s development level and designing individual programs
family education and counseling
rendering primary care in program implementation
To date, a holistic integrative theory of early development has been developed. This direction is focused on meeting the educational, medical, social and psychological needs of children from birth to 3 years old, and supporting their family members.
Rehabilitation and social adaptation of children with disabilities (student's choice).
In modern conditions, more and more attention is paid to the rehabilitation of young disabled people as an important social problem. One of the most optimal ways to increase the effectiveness of work with people with disabilities is the development of the rehabilitation link, which is currently given due attention in the system of social institutions. The creation of a unified rehabilitation system is topical issue and requires a unified conceptual approach, further scientific development and implementation of social protection institutions into practice. Rehabilitation involves two main points: - return to work; - creating optimal conditions for active participation in society. Rehabilitation of the disabled is a social problem in Russia. There are three main types of rehabilitation: 1) Medical rehabilitation. Includes therapeutic measures aimed at restoring the patient’s health. During this period, the victim is psychologically prepared for the necessary adaptation, readaptation or retraining. Medical rehabilitation begins from the moment the patient consults a doctor, therefore the psychological preparation of the victim is within the competence of the doctor. 2) Social (household) rehabilitation. Social (domestic) rehabilitation is one of its most important types and has the main goal of developing the victim’s self-care skills. The main task of medical personnel in this case is to train the disabled person to use the simplest, mainly household devices to return to active life. Role social workers consists of continuity and implementation of their professional activities together with medical workers. 3)Vocational rehabilitation. Vocational or industrial rehabilitation has the main goal of preparing a disabled person for work. The time elapsed from medical to professional should be minimal. It is the combination of all three types of rehabilitation that allows a person to return to society and to himself. The algorithm of a competent rehabilitation process should include conducting in-depth special (medical, psychological, defectological) diagnostics, drawing up a comprehensive rehabilitation plan for the future and for the current period, prescribing special and additional correction methods adequate to the patient’s condition, as well as taking into account the results of the correction when drawing up a plan for the next stage comprehensive rehabilitation. As for correctional and developmental psychological and pedagogical work during the comprehensive rehabilitation of young people with disabilities, the following principles should be adhered to: - prevention of deprivation (sensory, emotional, social) and pedagogical neglect; - construction of an individual comprehensive program for correction, compensation and acceleration of the rate of development of impaired functions; - ensuring continuity of the rehabilitation process; - creation of adapted programs for integration into society; - creating conditions for self-improvement and self-development. Early diagnosis and correction of sensory development, development of communication skills with peers, development of age-appropriate subject, play and educational activities, as well as the formation of a holistic picture of the world.
Modern system of special educational services.
One of the goals of education at the present stage is the possibility of full development in childhood. At the present stage, one of the most relevant areas of special pedagogy is early assistance to children with developmental disabilities.
Early care is a rapidly developing area of interdisciplinary knowledge that examines the theoretical and practical foundations of comprehensive care for children in the first months and years of life from groups at medical, genetic and social risk of developmental delay. The early assistance system integrates such a concept as "escort". This is a new type of social assistance for our country, which is non-material in nature, involves individual support in solving family problems and is carried out through the implementation of various social-pedagogical, psychological, protective-legal and habilitation programs.
Currently, the Institute of Correctional Pedagogy of the Russian Academy of Education is developing a program for creating a unified state system for early detection and early assistance for children with developmental disabilities. Approbation in Moscow various models early assistance is carried out through a system of medical, psychological and pedagogical patronage, in existing psychological, medical and social centers, psychological, medical and pedagogical consultations. The structure of early assistance is represented by the following blocks: 1. Organization of early diagnosis and early medical, psychological and pedagogical assistance on the basis of existing preschool institutions 2. Creation of conditions for the stay of disabled children in preschool educational institutions.
A comprehensive, prolonged examination of the child is the initial stage of work. The social block is involved in the work. The problem of pathogenic influences of the social environment at an early age becomes of great importance, because this can lead to pronounced deviations. No less important is the medical unit. In the process of medical diagnostics, the structure of the leading disorder is identified, a clinical diagnosis is established taking into account the etiology and pathogenesis, and the timing and methods of medical correction are predicted. The psychological and pedagogical block is a diagnosis of the child’s level of development: 1) general movements, 2) sensory development, 3) speech formation, 4) hand-eye coordination, 5) emotional development, 6) self-service capabilities and skills.
Based on the results of a comprehensive survey, individual development programs are developed. An individual development program contains data on the child’s needs, the family’s rehabilitation potential, as well as information on the child’s level of development in different areas. It details the main areas of work with the child and family, lists specific activities for each of them, and also identifies the employees responsible for their implementation. At the final stage of the examination, the child’s development is predicted.
Modern concept of integration and integrated learning.
Integration inclusion in society of a person with special educational needs and limited ability to work today means the process and result of providing him with rights and real opportunities to participate in all types and forms of social life on an equal basis and together with other members of society in conditions that compensate for developmental deviations and limitations.
In the education system, integration means the possibility of a minimally restrictive alternative for persons with special educational needs: receiving education in a special educational institution or, with equal opportunities, in a general educational institution.
Integration is based on the concept of “normalization,” which is based on the idea that the life and everyday life of people with disabilities should be as close as possible to the conditions and lifestyle of the society in which they live.
In relation to children, this means the following.
1. A child with special educational needs also has common needs for all, the main of which is the need for love and an environment that stimulates development.
2. The child should lead a life that is as close to normal as possible.
3. The best place for a child is his own home, and the duty of local authorities is to ensure that children with
were brought up in their families with special educational needs.
4. All children can study, which means that all of them, no matter how severe the developmental disorders, should be given the opportunity to receive an education.
The principles of “normalization” today are enshrined in a number of international legal acts: the Declaration of the Rights of the Child, the Declaration on the Rights of Persons with Disabilities in Intellectual Development, and the Declaration on the Rights of Persons with Disabilities.
Social integration (in relation to persons with special educational requirements) - full, equal inclusion in all necessary spheres of social life, achieving the possibility of a full independent life and self-realization in society, in accordance with special needs. 2. The essence of the concept of normalization is that people with disabilities, under appropriate conditions, can learn socially significant skills and behavior patterns that are considered necessary for normal social functioning on an equal basis with other members of society, in order to live an independent life in society according to your special needs. This concept is the basis of the integration model of modern social policy in Western countries. L.I. Aksenova defines the following basic principles of this model: each person is capable of development and learning in accordance with their capabilities when organizing adequate conditions for this; responsibility for creating special conditions for development and learning for a person with limited potential is assumed primarily by the state and society, creating social institutions with a correctional and compensatory orientation; it is necessary to purposefully form the public perception of a person with special needs in terms of compliance with his social status the status of an ordinary person; it is necessary to ensure equality of rights for persons with developmental disabilities - the rights to: survival; life in the family of origin; development; education; work; free choice of place of residence and forms of social life, etc. The above principles are enshrined in international and state legal documents.
Modern priorities in the development of the special education system .
The results of domestic and foreign scientific research convincingly prove that early detection and early comprehensive correction of developmental deviations from the first years or even months of a child’s life make it possible to prevent the emergence of further deviations in his development, correct existing ones, significantly reduce the degree of social insufficiency of children, and achieve higher the level of their general development, and subsequently education, as well as more successful integration into society.
An analysis of the formation and thirty years of experience in the functioning of Western systems for early diagnosis and early comprehensive correction of developmental disorders in children has shown the significant effectiveness of their implementation at the state level, the possibility of saving money through correction and rehabilitation in the early stages of a child’s life, since this significantly reduces the costs of an expensive system school special education.
Demographers and sociologists note that in the conditions of modern life in Russian society, the family suffers most of all. Established moral and ethical standards and family traditions are weakening. Tension in family relationships is increasing due to insufficient economic security. All this reduces the educational potential of the family, and in the event of the birth of a problem child, its role in rehabilitation and socialization becomes insignificant. Family dysfunction is becoming the most important reason for the increased number of childhood and adolescent emotional deviations and disorders. This creates significant problems in the child’s development and complicates the process of special correctional and pedagogical assistance.
Another serious problem is the deterioration of children's health. The proportion of births of healthy newborns over the past 7 years has decreased from 48.3 to 36.5%. Today, up to 80% of newborns are physiologically immature, about 70% have diagnosed perinatal damage to the central nervous system. Health authorities, as a result of the measures adopted in recent years Urgent measures managed to stabilize child and maternal perinatal mortality rates. The percentage of births of premature babies with critically low birth weight, who constitute a high-risk group for hearing and visual pathology, cerebral palsy, intellectual disability, deaf-blindness and complex developmental disorders, has increased.
Scientific forecast in the field of studying physical and mental health children suggests that the efforts of specialists should also be focused on helping the most difficult children with multiple disabilities.
Inclusive education of people with disabilities.
Inclusive education (fr. inclusive-including, lat. include-conclude, include) - the process of development of general education, which implies the availability of education for all, in terms of adaptation to the various needs of all children, which ensures access to education for children with special needs.
Inclusive education seeks to develop a child-centred methodology that recognizes that all children are individuals with different learning needs. Inclusive education tries to develop an approach to teaching and learning that is more flexible to meet different learning needs. If teaching and learning become more effective as a result of the changes that inclusive education introduces, then all children (not just children with special needs) will benefit.
Eight principles of inclusive education:
A person's worth does not depend on his abilities and achievements;
Every person is capable of feeling and thinking;
Every person has the right to communicate and to be heard;
All people need each other;
True education can only take place in the context of real relationships;
All people need the support and friendship of their peers;
For all learners, making progress is more likely to be in what they can do than in what they cannot;
Variety enhances all aspects of a person's life.
Thus, inclusion is the process of developing the most accessible education for everyone in accessible schools and educational institutions, the formation of learning processes with the setting of adequate goals for all students, the process of eliminating various barriers to provide the greatest support to each student and maximize his potential.
Psychological problems of teachers:
The idea of inclusive education will truly take its place in the educational process only if it captures the minds of teachers and becomes an integral part of their professional thinking. It takes special effort to make this happen. The experience of introducing inclusive education shows that teachers and other specialists do not immediately begin to correspond to the professional roles required for this form of education. They go through several stages: starting with explicit or latent resistance, moving to passive, and then to active acceptance of what is happening. Professionals experience fear: “Can I do this?” They are afraid of failing and losing their job, afraid of responsibility, afraid to take risks. Fear and uncertainty are also associated with the fact that specialists are afraid that they will not have complete control over what is happening, that they will have to ask students, parents or teachers for help, thereby admitting that they do not have answers to absolutely all questions. The advice given in such cases is simple: you need to do your job, no matter what. You should face your fears and continue to work despite them, then they will become smaller and move away. “Survivors of the reforms say that they experienced fear for several weeks, and then, as if by magic, it passed. Every person remembers being scared, but no one remembers what exactly he was afraid of, but the fear passed. This usually takes six weeks - the total duration of recovery from any crisis. The words “Don’t worry. Don’t be afraid” are meaningless to say. Inclusion is change. Change scares everyone. This is how our body works. But in this case we are talking about human rights, and we must move towards change anyway. It is clear that in such a period of crisis people need support. Yet the lesson that was learned from the first experiences is this: you need to look fear in the face and look away; call him by name and move on."
Problems that arise for “ordinary” children and their parents:
Parents of typically developing children sometimes express concerns that having children in the classroom who require special support may delay their own child's development. However, experience shows the opposite. The performance of children who develop in a typical way does not fall, and often their grades turn out to be even higher in the conditions of inclusive education than in regular class mass school. There is evidence that the schools that are most successful in including and educating children with disabilities are also the best for all other children. And vice versa: the most best schools for all children are the best and for children with disabilities. In terms of behavior, social development and academic achievement, especially in speaking, the achievement of children studying in a school that adheres to an inclusive form of education is significantly higher. And the attitude of peers towards atypical children directly depends on the presence of a strong position of adults and the climate in the class as a whole. Observations by American specialists show that those who attended kindergartens with children with disabilities before school treated them calmer and with more understanding than even teachers who first began working with them.
Social and pedagogical assistance in sociocultural adaptation to persons with disabilities.
In accordance with the Standard Rules for the Equalization of Opportunities for Persons with Disabilities (UN General Assembly, 1993), the most promising way to solve the sociocultural problems of persons with disabilities is their integration into society. A special teacher, starting to work with a child from the first days of his life, lays the foundation of sociocultural inclusion on which the style and lifestyle of this person will subsequently be built. The teacher needs to take into account the specific (gender, age, social origin) and typological features (features of a certain group of people with the same developmental disorder) of integration various categories persons with disabilities and the possibility of overcoming the problems of sociocultural inclusion of each child using psychological and pedagogical methods.
The modern process of sociocultural inclusion and adaptation of persons with disabilities takes as fundamental the idea of an independent lifestyle. It allows us to identify the sociocultural content of the life activities of various categories of persons with developmental disabilities and determine a system of pedagogical and sociocultural measures aimed at overcoming existing problems of social and cultural integration of persons with disabilities.
Special pedagogy, defining the final and immediate goals and objectives of special education, its content, organization, methods and techniques of correctional pedagogical assistance, also takes into account the socioculturally significant idea of an independent lifestyle. It studies the qualitative uniqueness of the problems of sociocultural inclusion in relation to each category of children with special educational needs and, on this basis, forms the basic skills of all components of the lifestyle, taking into account the specific difficulties of each category of students. Special pedagogy develops the necessary basic skills in the field of life support and self-care, socialization, communication and recreation. Their development will continue into adulthood; on their basis will be formed independent image life.
Life support presupposes the active participation of a person with limited ability to work in social production, in the service sector or intellectual work, as well as in housekeeping, self-service, and financial relations. In market conditions, the possibility of participation of persons with limited ability to work in production sector It is difficult for them to be highly competitive in the labor market, which requires high professional qualifications and mobility. If these conditions are not met, it is difficult for a person with limited ability to work to count on employment and financial security. Knowledge of social life and adaptation to it, the presence of the necessary level of education are an important condition for conducting financial relations. As research by sociologists shows, a significant proportion of people with limited ability to work do not consider their own work as a means of materially supporting their life, taking a dependent position. This is the result of social education that begins in school, focused only on stereotypes of social assistance: pensions, charity, underestimated social assessment of a person with disabilities.
Socialization is the process and result of a person’s mastery of knowledge and skills of social life, the development of generally accepted behavioral stereotypes, the development of value orientations accepted in a given society, which allow them to fully participate in various situations of social interaction.
An important condition for full socialization and social life is the development of social communication skills.
Special psychology and special pedagogy, organizing the process of special education, provide (in the structure of educational subjects, in everyday educational work) elements of preparation for life in society - exercising and developing communication skills in standard sociocultural situations, ensuring mastery of standard and patterns of social behavior and social interaction , skills to master the social environment and fully exist in it, skills of self-help and mutual assistance in difficult social conditions.
A person with limited ability to work, like anyone else, must be prepared not only for a productive life and work activity, but also for the skillful restoration of vitality and health, partially lost in everyday work activity, i.e. to the ability to organize your rest, your free time - recreation. For persons with disabilities, there are a number of objective limitations on the ability to participate in various publicly accessible forms of leisure activities due to limited mobility, other physical capabilities, limited perception capabilities, social and situational adaptation, etc. However, this does not mean their complete isolation from participation in publicly accessible forms of leisure activities. activities. Special pedagogy in the structure of educational work provides for the inclusion, training and feasible participation of children and adolescents with developmental disabilities in general recreational activities, as well as the interest and habit of participating in various forms specially organized leisure activities that take into account their limitations. Special forms of leisure activities, although they are forcedly segregated, nevertheless contribute to the development of social skills within their subculture, personal development, and accustom them to active and purposeful leisure activities (sports, dancing, excursions, arts and crafts and crafts, interest clubs etc.), continue the process of correction and compensation for developmental deviations through the means of culture, art, sports, active leisure activities, and crafts. The formation of special recreational skills and attitudes begins from the first days of a child’s stay in the special education system.
Special pedagogy as a science .
Special pedagogy is a science that studies the essence, patterns, trends in managing the process of development of individuality and personality of a child with disabilities who needs specialized individual methods of education and training.
Object special pedagogy - the personality of a child who has functional deviations in psychophysical development, making it difficult for him to adequately socialize and adapt to school.
Item special pedagogy - the process of teaching and raising children with developmental disabilities.
Structure of special pedagogy
preschool;
school;
special pedagogy for adults.
Special Education- preschool, general and vocational education, for which special conditions are created for persons with special educational needs.
Correctional and educational work- a system of special pedagogical measures aimed at weakening or overcoming shortcomings (defects) in development.
Special training- a special purposeful process of bilateral activity between a teacher and a student for the purpose of transferring and assimilating knowledge.
Special education- special impact on the consciousness and behavior of a person with developmental disabilities in order to form socially sustainable behavior and positive personality traits that provide preparation for life and work.
Rehabilitation- this is a system of medical and pedagogical measures aimed at including a child with developmental problems in the social environment; introduction to social life and work at the level of his psychophysical capabilities.
Habilitation is a system of therapeutic and pedagogical measures for the purpose of prevention and treatment pathological conditions in young children who have not yet adapted to the social environment, which lead to a permanent loss of the opportunity to study, work, etc.
Main directions of special pedagogy
Scientific and theoretical development of the fundamentals of correctional pedagogical work;
Improving the psychological and pedagogical study of persons with developmental disabilities;
selection of optimal forms and content of correctional pedagogical work;
Improving the system of training specialists for correctional pedagogical work;
Improving the management system and organization of correctional pedagogical work in the special education system.
Basic principles of special pedagogy as a science
The principle of correctional orientation, training and education.
The principle of an integrated approach to diagnosing and realizing the potential of children in education and upbringing.
The principle of early medical, psychological and pedagogical correction of impaired functions.
The principle of achieving the level of general educational vocational training necessary for school graduates for subsequent social adaptation.
The principle of a differentiating approach in correctional education and upbringing of children with developmental disorders.
The principle of continuity of preschool, school and vocational education for children with developmental disabilities.
Goals and objectives of special pedagogy
Main goal special pedagogy - identifying and overcoming shortcomings in the development of a child’s personality, correcting functional disorders of mental activity, behavior, and personality.
Tasks special pedagogy:
study of pedagogical patterns of personality development in conditions of limited ability to live;
determination and justification of correctional and compensatory possibilities in accordance with the structure of the defect;
definition, justification and construction of pedagogical classifications of anomalies;
studying the patterns of special education of persons with disabilities;
development of correctional and rehabilitation programs, as well as forms, methods, means of special training and education;
study and implementation of the process of social and environmental adaptation and integration of persons with disabilities into society, their professional guidance;
research and implementation of pedagogical means and mechanisms for preventing the occurrence of developmental disorders.
Sections of special pedagogy
Deaf pedagogy- the science of the patterns of development, education, training, social adaptation and integration into society of children with HEARING impairments (deaf, hard of hearing, deaf).
Typhlopedagogy- the science of the patterns of development, education, training, social adaptation and integration into society of children with visual impairments (blind, partially and visually impaired).
Speech therapy- the science of the patterns of development, education, training, social adaptation and integration into society of children with SPEECH impairments with intact hearing.
Oligophrenopedagogy- the science of the patterns of development, education, training, social adaptation and integration into society of children with MENTAL RETARDATION.
Connection with other sciences:
Pedagogy- the science of the laws of upbringing and education of children and adults.
Psychology- the science of the generation, development and functioning of the multidimensional world of mental phenomena that ensure the regulation of human and animal behavior during the evolution of life on our planet.
Physiology- a complex of natural science disciplines that study general and specific patterns of functioning and regulation of biological systems different levels organizations.
Defectology- science about the psychophysical characteristics of the development of children with mental and (or) physical disabilities, the patterns of their training and upbringing.
Special psychology- a branch of psychology that studies the characteristics of the human psyche, which are characterized by deviations from developmental norms caused by congenital or acquired defects.
Sociology- science of society.
Neuropathology - the science of organic and functional diseases of the nervous system.
Pathological anatomy- a science that studies deviations in the structure of the body.
Pathophysiology- the science of the patterns of occurrence, development and course of pathological processes.
General and Medical genetics- the science of the laws of heredity and hereditary diseases.
Psychopathology- a science that studies mental illnesses, their causes, course, prevention and treatment.
Child psychiatry - a science that studies psychopathological manifestations in childhood.
Otolaryngology- the science of diseases of the ear, nose, and throat.
Ophthalmology- science of diseases of the organs of vision.
Pathopsychology- a branch of psychology that studies changes in mental activity during pathological conditions of the brain.
Special educational institutions of types I-VIII (general characteristics).
Currently, there are eight main types of special schools for children with various developmental disorders. In order to exclude the inclusion of diagnostic characteristics in the details of these schools (as was the case before: a school for the mentally retarded, a school for the deaf, etc.), in legal and official documents these schools are named by their specific serial number:
special (correctional) educational institution of the first type (boarding school for deaf children);
special (correctional) educational institution of type II (boarding school for hearing-impaired and late-deafened children);
special (correctional) educational institution of the third type (boarding school for blind children);
special (correctional) educational institution of type IV (boarding school for visually impaired children);
special (correctional) educational institution of type V (boarding school for children with severe speech impairments);
special (correctional) educational institution of type VI (boarding school for children with musculoskeletal disorders);
special (correctional) educational institution of type VII (school or boarding school for children with learning difficulties - mental retardation);
special (correctional) educational institution of the VIII type (school or boarding school for children with mental retardation).
All special (correctional) educational institutions implement special educational standards. An educational institution independently, on the basis of a special educational standard, develops and implements syllabus and educational programs based on the characteristics of the psychophysical development and individual capabilities of children. Education authorities send a child to a special school only with the consent of the parents and upon the conclusion (recommendation) of the psychological, medical and pedagogical commission. A student of a special school may be transferred for study to a regular general education school by educational authorities with the consent of the parents (or persons replacing them) and on the basis of the conclusion of the PMPK, as well as if the general education school has the necessary conditions for integrated education.
Special preschool educational institutions (general characteristics)
Special preschool educational institutions (general characteristics)
Most children with developmental disabilities are raised in compensatory kindergartens and in compensatory groups of combined kindergartens. Education and upbringing in these preschool institutions are carried out in accordance with special correctional and developmental programs developed for each category of children with developmental disabilities.
The occupancy of groups is determined depending on the type of impairment and age (two age groups: up to 3 years and over 3 years. For children with developmental disabilities who, for various reasons, cannot attend preschool institutions as usual, short-term groups are organized in preschool educational institutions. In such groups, classes are conducted primarily individually or in small subgroups (2-3 children each) in the presence of parents at a time convenient for them. This new organizational form involves classes with various preschool specialists, the total duration of which is limited to five hours per week. In education, integrated training is being introduced, for the implementation of which kindergartens of a general developmental type must have a lot of conditions - special personnel and material and technical support for carrying out correctional pedagogical and therapeutic work.
Educational institutions general type are created for children from 3 to 10 years old. The main goal of the institution is to implement the educational process by ensuring continuity between preschool and primary general education, optimal conditions for protecting and promoting the health, physical and mental development of children.
It is known that for every child the period of transition to schooling is a crisis. For children with special needs who experience difficulties in learning, communication, and social adaptation, experiencing such a crisis is especially difficult. These children especially need a gentle approach during the transition and kindergarten to school. Therefore, an educational institution “primary school - kindergarten” can be considered as the most comfortable organizational form for teaching and raising children with developmental disabilities. The child has the opportunity to start school life in a familiar, familiar environment with the majority of those children who attended the same preschool group. In addition, primary school teachers, as a rule, are well acquainted with pupils of preparatory groups for school and have the opportunity to carry out an individually differentiated approach to each “problem” first-grader almost from the first days of school.
There are often cases when children with developmental disabilities were not raised in a preschool until the age of 5–6 years. To prepare such children for school, a number of organizational forms. For children with severe developmental disabilities, preschool departments (groups) are created at special (correctional) schools and boarding schools. Their educational programs are designed for 1–2 years, during which the child develops the prerequisites for educational activities in the necessary correctional and developmental environment. The contingent of such departments (groups) consists mainly of children whose developmental disabilities were detected late, or children who previously did not have the opportunity to attend a specialized educational institution (for example, in the absence of a compensating kindergarten in the family’s place of residence).
The selection of children with developmental disabilities into all types of educational institutions is carried out by a psychological, medical, and pedagogical commission. The commission gives an opinion on the state of the child’s psychophysical development and recommendations on further forms of education.
Means of ensuring the correctional educational process in the special education system.
The teaching aids are appropriately organized methodological ways to solve certain educational problems.
Teaching aids include:
the living word of the teacher; types of art; visual aids; technical means training; children's own activities; pedagogical situations; natural environment; environment.
Teaching aids in the correctional educational process must comply with the processes of special education. The effectiveness of using a particular teaching tool depends on a number of objective and subjective factors.
The following functions of teaching aids are distinguished: compensatory; adaptive; informative; integrative: instrumental.
The function of a teaching aid is performed by children’s own artistic activities: artistic and speech; theatrical and gaming, etc.
This helps: development of speech, communication; knowledge of beauty; revealing the creative potential of the individual.
The design of the content of special education is carried out in educational literature, which includes textbooks and teaching aids intended for use in the correctional educational process. Among all types of educational literature, a special place is occupied by a school textbook that meets the requirements of the special educational process. It should contain: propaedeutic or additional sections, fragments of educational material to fill gaps in knowledge about the world around us in accordance with the nature of the developmental disorder: means of updating knowledge and personal experience, enhancing cognitive activity and motivating learning; means for the development of a child’s speech and thinking in accordance with the characteristics of his deficiencies: means for correcting and enhancing sensorimotor development; assignments, exercises for developing skills in subject-related practical activities; exercises aimed at developing compensatory1 mechanisms.
Technology, methods and forms of organizational special education.
Special pedagogy implements the principles of special education with the help of certain educational technologies. Pedagogical educational technologies can be considered as the design of the educational process using special methods and techniques of training and education.
Teaching methods include direct teaching methods (i.e., aimed at interaction between teacher and student) and teaching methods (educational and cognitive activity of the students themselves) and are divided into:
1) methods of organizing and implementing educational and cognitive activities (perceptual, logical, gnostic);
2) methods of stimulation and motivation of educational and cognitive activity;
3) methods of control and self-control.
Perceptual methods mean methods of verbal transmission, visual and auditory perception. In the group of these methods, the main ones are practical and visual methods, and the additional ones are verbal methods. In the educational and cognitive process, both general pedagogical techniques and methods, as well as those specific to each category of disorders, can be used. The choice and compatibility of these methods are determined taking into account the special educational needs of students; the methods are complementary and reinforce each other.
The process of raising children with developmental disorders is inextricably linked with the correctional pedagogical process, is strictly individual and depends on the developmental characteristics of the child himself - on the nature and severity of the deviation, on the age of the child, on the presence and specificity of secondary deviations.
Educational methods are used to varying degrees in various variations with teaching methods and are divided into three types:
1) information methods;
2) practically effective methods;
3) incentive-evaluative methods.
Information methods mean conversations, excursions, real-life examples, media, art, etc. The perception of information depends on the level of its complexity and the characteristics of the students’ mental capabilities.
Practical methods are most understandable to children with developmental disabilities and include play, manual labor, drawing, training, exercise, and some unconventional methods.
Incentive-evaluative methods include encouragement, condemnation, censure and punishment. Punishment and reproach must not be expressed in a harsh manner; they must not humiliate the child’s personality; physical or labor punishment is unacceptable. Punishment is effective only if the child realizes the wrongness of his actions and actions.
Teacher of an inclusive school.
The state guarantees every child the right to receive free general education. Pedagogical integration involves life together children who have developmental disabilities and their normal developing peers in an educational institution.
One of these changes was the development of ideas for ensuring equal access to education as one of the social values of various categories of people with disabilities, overcoming barriers to social discrimination and developing a community that includes “different people as equals.”
Inclusive education is one of the components of multicultural education.This new area pedagogical knowledge, which attracts the attention of not only specialists, but also the general public
layers of the public. Thus, education for everyone is one of the pressing challenges of our time. It requires the creation of the most accessible and effective educational space, which will be organized taking into account all the individual characteristics of students and including not only students, but also teachers, parents and helping specialists. One of the key ones is a teacher who is able to create and maintain an inclusive process. Such a view of a person and the conditions of his self-realization and adaptation in the world cannot but change ideas about education and its goals. The requirements for teacher professionalism are also changing. Professionalism presupposes that the teacher accurately represents the strategic goal of his activities, knows how to see this goal in specific conditions, thus formulating tasks. The teacher owns wide range means for solving such problems and can both select the necessary means from existing ones and create new ones. He carries out all his actions within a certain value frame, guided by a professional code of ethics and a personal value system. It remains to add that he performs all his actions not by concept, but consciously, reflecting and improving his capabilities. And lastly: a professional knows that he is a professional, and this fact is a matter of self-respect.
The internal beliefs of a professional teacher can be represented as follows: “I know why and what I am doing; I see ways to achieve my goals; I clearly know the boundaries, including ethical ones, of my actions. I know that I can solve the problems facing me well, beautifully, gracefully and I like it. I'm a professional."
Tasks for the teacher:working with gifted students; work in conditions of school implementation of inclusive education programs; teaching Russian to students for whom it is not their native language; working with students mass schools with developmental problems; work with deviant socially neglected students who have serious behavioral problems; monitoring and examination of the quality of education, corresponding to international standards, etc.
Contents of the teacher's professional standard.
Pedagogical activity on the design and implementation of the educational process in general education organizations, including such functions as training, education and development. Pedagogical activities in the design and implementation of general education programs, which include such functions as pedagogical work in a preschool educational organization, in elementary school, subject-pedagogical activities for the development and implementation of educational programs of general secondary education.
In the educational process, the teacher of the future must: master forms and methods of teaching that go beyond lessons (laboratory experiments, field practice). Use special approaches to teaching in order to include all students in the educational process: with special educational needs; gifted students; students for whom Russian is not their native language; students with disabilities.
IN educational process The teacher of the future should: master forms and methods educational work, use them both in class and in extracurricular activities; effectively regulate student behavior to ensure a safe educational environment; put educational purposes that contribute to the development of students, regardless of their background, abilities and character, are constantly looking for pedagogical paths their achievements.
In accordance with the principles of inclusion, according to the new Standard, the teacher must: be able to communicate with children, recognizing their dignity, understanding and accepting them; be able to design and create situations and events that develop the emotional and value sphere of the child (culture of experiences and value orientations child); be able to build educational activities taking into account the cultural differences of children, gender, age and individual characteristics, maintain a business-friendly friendly atmosphere in the children's team.
Requirements for professional competencies necessary for a teacher to carry out developmental activities.The most important of them include: readiness to accept different children, regardless of their real educational capabilities, behavioral characteristics, state of mental and physical health. The presence of a professional attitude towards providing assistance to any child, the ability to identify various problems during observationchildren related to their developmental characteristics, the ability to protect those who are not accepted in the children's team. An important teacher competence necessary for implementing the process of inclusion of a child with special educational needs is the ability to draw up a program together with other specialists. individual development child and monitor the dynamics of the child’s development.
The standard repeatedly repeats the requirements for any teacher and educator: work in the context of implementing inclusive education programs; teach in Russian to students for whom it is not
is native; work with students with developmental problems. The standard also puts forward requirements for the personal qualities of a teacher, inseparable from his professional competencies, such as: readiness to teach all children without exception, regardless of their inclinations, abilities, developmental characteristics, or disabilities.
In a certain sense, the requirements of a professional standard are a public and state order for the professional activity of a teacher in the realities of a modern school, including an inclusive one.
In an inclusive school, without a teacher’s reflective and creative attitude towards teaching a child with disabilities, it is almost impossible to provide him with a high-quality, accessible education.
New type The professionalism of an inclusive school teacher lies both in the ability to perceive, hear and listen to the children themselves, and in the ability to interact with colleagues, work in a team, the ability to be in a situation of uncertainty when there are no ready answers to emerging questions, and the ability to show research interest in that subject matter. area of the field of knowledge in which he works. Good teachers they are not born, they are made. Of course, it is impossible to make everyone a great teacher, but it is absolutely possible to train teachers to be effective and do their jobs well.
References:
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Education // Pedagogical Journal. 2013. No. 1 (44). pp. 26–32.
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M.: The whole world, 2004. P. 318.
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Nazarova N. Integrated (inclusive) education: genesis
and problems of implementation // Social pedagogy. 2010. No. 1.
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scientific book, 2006.
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Social and psychological problems of education of atypical children. Saratov: Ped. int SSU, 2002.
Teacher’s psychological readiness for inclusion
In the context of the development of inclusive education and the emergence of new requirements for professional abilities, the work of a teacher becomes significantly more complicated. Professional activity is associated with the characteristics of a teacher’s psychological readiness for change.
Since psychological readiness is a condition for the effectiveness of a teacher’s professional activity. In this regard, the uncertainty of the learning outcome becomes an important psychological limiter on the teacher’s activity. Then the teacher begins to feel unsure of his efforts. The main question that arises for teachers is what we will teach these students.
The teacher’s thoughts are not focused on the child’s individuality, his capabilities and resources. The attitude influences the achievement of success in learning. As a result, there is a teacher’s reluctance to work in an inclusive classroom, resistance to the very idea of inclusion in education, and disbelief in its success and possibility. One teacher will not be able to cope with this problem without the help of specialists: special and educational psychology, in the field of correctional pedagogy, the methodological service of the school and its leaders. The implementation of an inclusive approach changes the individualization of education for children with special educational needs. First of all, students with disabilities are included. The competence of an inclusive school teacher is the ability to work with children with different learning abilities.
Teachers’ experiences are associated with an understanding of their own lack of knowledge in the field of correctional pedagogy. With ignorance of the forms and methods of working with children with developmental disorders. For this purpose, teachers undergo professional retraining. The introduction of the practice of cooperation and joint teaching between general and special teachers will help break down the psychological barriers of the teacher and build a new perception of a child with disabilities.
Psychological readiness by a teacher is the emotional acceptance of children with various types developmental disorders, motivational attitudes towards the idea of inclusion, personal readiness of the teacher.
In this regard, the results of the study are of interest. Institute for Problems of Inclusive Education MSUPE, which was attended by 640 teachers from secondary schools in Moscow working in inclusive practice. The study examined the following types psychological readiness: motivational, emotional, readiness to be included, satisfaction with professional activities. The motivational readiness of teachers includes a set of motives that are adequate to the goals and objectives of professional activity. Based on the research data, 38% of teachers are focused primarily on the personal achievements of students, 26% are focused on their own satisfaction, that is, the internal motives of the teacher are put in first place. At the same time, objective factors showing the success of a teacher, such as student performance and successful participation in subject Olympiads, were noted by only 13% and 9% of teachers, respectively. That is, they are not the leading motives for teachers in assessing their own professional performance. The teacher’s sense of his own effectiveness is less influenced by the attitude of external “experts”. The assessment by the school management was noted by only 3% of teachers, and the responses of parents by 11%.
The results obtained indicate that teachers are guided by internal motives, and they are decisive in preparing teachers for inclusive education. Thus, it requires working with internal motivation teachers, which includes, first of all, analysis and reflection of their own experiences and needs associated with work.
In the area of emotional acceptance of students, they showed that teachers are more ready to accept children with motor disabilities than children with intellectual disabilities. Children with intellectual disabilities are the most problematic group. They require the use of an individual adaptive training program. The satisfaction of this category of children is associated with their receipt of specially organized labor training, carried out using special methods, and sociocultural adaptation in society.
A teacher’s professional confidence, emotional and motivational readiness to work in an inclusive environment largely depends on the help of specialists and school administration. Correctly structured work to prepare the school for the implementation of the inclusive process.
It is necessary to develop an individual adaptive program, a set of monitoring studies related to the dynamic assessment of the psychological parameters of the process of inclusion in educational institution and in the system as a whole.
An inclusive education teacher sees, hears, perceives children with disabilities. Also finds a way out of any uncertain situation. Show interest in the subject area of the field of knowledge in which he works.
M. Kasymov, L. Bekembetova
Taraz State pedagogical institute, Kazakhstan
Features of a teacher’s professional activity in inclusive education
A person’s belonging to a particular profession is manifested in the characteristics of his activities and way of thinking. The teaching profession refers to a group of professions whose subject is another person. However, the teaching profession is distinguished from a number of others, first of all, by the way of thinking of its representatives, an increased sense of duty and responsibility, and in this regard, the teaching profession stands apart, standing out in separate group. Having the formation and transformation of personality as the goal of his activity, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world. The uniqueness of the teaching profession also lies in the fact that by its nature it has a humanistic, collective and creative character. In accordance with the principles of humanization and individualization, it is necessary to take into account the psychological and pedagogical characteristics of children as much as possible, to create conditions that promote the timely and full development of all children, without exception: disabled children; children with different levels of development and abilities; children belonging to other ethnic or cultural groups. This problem is solved by inclusive education, which is intensively included in the practice of modern schools, setting many complex goals and new tasks for it.
Inclusion reaches deep social aspects, and, above all, a moral, material, pedagogical environment must be created, adapted to the educational needs of any child. All needs can be met only through close cooperation with parents, in close-knit team interaction of all participants in the educational process. People who are ready to change with the child and for the sake of the child, not only the “special” one, but also the most ordinary one, must work here. Inclusive education is associated with changes at the value and moral level. The changing educational paradigm, the growing integrativeness of the educational space, its openness, the need to implement various models and technologies of education are quite significantly transforming ideas about what professional and personal characteristics modern teacher should be considered truly significant and especially in the context of inclusive education.
Already at the first stages of the development of inclusive education, the problem of unpreparedness (professional, psychological and methodological) of mass school teachers to work with children with special educational needs arises; a lack of professional competencies of teachers to work in an inclusive environment, the presence of psychological barriers and professional stereotypes of teachers are revealed. General education teachers need specialized comprehensive assistance from specialists in the field of correctional pedagogy, special and educational psychology, which will provide understanding and implementation of approaches to individualizing the education of children with special educational needs, primarily students with disabilities. But the most important thing that mass school teachers must learn is to work with children with different learning abilities and take this diversity into account in their pedagogical approach to everyone.
The main psychological “barriers” are fear of the unknown, fear of harm to inclusion for other participants in the process, negative attitudes and prejudices, professional uncertainty of the teacher, reluctance to change, psychological unpreparedness to work with “special” children. This poses serious challenges not only to the psychological community in the education sector, but also to methodological services, and most importantly, to the heads of educational institutions that implement inclusive principles.
The basic psychological process that influences the effectiveness of a teacher who is involved in the inclusion of a child with developmental disabilities in the process of general education is the emotional acceptance of this child.
When working with special needs children, it is necessary to consider educational goals other than academic results. An inclusive educational community changes the role of the teacher in many ways, because it is he, in collaboration with other specialists, who must be able to activate the potential of students, involve all students in various types of communication, understand the individuality of each, promote the participation of each student in social contacts outside of school, and at the same time be in close contact with parents. This professional position of the teacher will allow him to overcome his fears and anxieties and reach a completely new level of professional excellence.
Literature:
1. Towards an inclusive school: A manual for teachers. - USAID, 2007.
2. Nazarova N. Integrated (inclusive) education: genesis and problems of implementation // Social pedagogy. 2010, no. 1.
3. Loshakova I.I., Yarskaya-Smirnova E.R. Integration in conditions of differentiation: problems of inclusive education for children with disabilities. - Saratov, 2002.
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