scholarly journals COMPARATIVE ANALYSIS OF DETERMINATION MODELS FOR THE DEVELOPMENT OF THE PSYCHE AS THE BASIS FOR PSYCHOLOGICAL ASSISTANCE PROGRAMS CONSTRUCTION FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES

2020 ◽  
pp. 23-49
Author(s):  
Irina N. Pogozhina ◽  
Varvara A. Egorova
Keyword(s):  
Comparative Analysis ◽  
Developmental Disabilities ◽  
Special Needs ◽  
Developmental Disorders ◽  
Innovative Technology ◽  
Children With Special Needs ◽  
Assistance Programs ◽  
Psychological Assistance ◽  
And Behavior ◽  
Difficult Children

Relevance. Specialists providing psychological assistance to children with developmental disorders use programs based on different determination models. Each model and the resulting technology solves a well-defined range of problems and has limitations. The content of the models, as a rule, is not reflected, which reduces their efficiency. Purpose of the work is to compare the models determining the development of the psyche and behavior as the basis for constructing programs of psychological assistance to children with special needs. Method. Theoretical critical analysis and synthesis of literature on the research problem. Results. The contents of determination models of the development of the psyche and behavior (classical, neo-classical, post-neo-classical) are compared according to 4 characteristics. The types of determination factors and psychological assistance programs for children with developmental disorders are analyzed. A comparative analysis of psychological assistance programs and deterministic models on the basis of which they are built is carried out. The limitations of the models when using them to build developing programs are highlighted and described. It is shown how groups of factors under study are taken into account in the content of training programs. The limitations of models are highlighted and described. An innovative technology and algorithm for studying the system of determination influences in the framework of the post-neo-classical model of the private level for their use in research and practice of helping difficult children is proposed Conclusions. Determination models can be practically reviewed as clarifying and complementing each other. Understanding the possibilities and limitations of intervention technologies developed on the basis of different models expands the possibilities of providing psychological assistance to children and adolescents with developmental disabilities. The groups of external factors that determine the indicators of the development of “difficult” children do not fundamentally differ from those of normo-typical children. Groups of internal factors related to the indicators of the viability of a child and adolescent with developmental disabilities can act as learning goals in the construction of programs for psychological and pedagogical assistance to difficult children. The analysis of psychological assistance programs for children with special needs has shown that they are based on classical and neo-classical models and have both strengths and limitations due to the concepts of the systemic nature of the human psyche embedded in the models.

PARENTS AS PARTNERS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (7) ◽  
pp. 152-158
Author(s):  
N. M. BURYKINA ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary Schools ◽  
Special Needs ◽  
Educational Environment ◽  
Children With Special Needs ◽  
Raising Children ◽  
Philosophical Foundations ◽  
The Family ◽  
Children With Developmental Disabilities

This article discusses the role of the family in the social development of children with special needs in an inclusive educational environment, in connection with which the study addresses a new aspect of the interaction between the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens. The purpose of the study is to assess the role of the family in the adaptation of children with developmental disabilities, studying in secondary schools or attending kindergartens. To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing early intervention programs in secondary schools; substantiate the main stages that any school must go through, striving to create a more fruitful relationship between the school, family and community. The author stated the following results as a scientific novelty: general recommendations have been developed so that parents feel confident, competent and can work more productively together with teachers (educators) when children visit kindergarten groups (classes). As a result of the study, the author came to the conclusion that the process of teaching children with special needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.

scholarly journals PROBLEM ISSUES OF EVACUATION TIME CALCULATION DURING FIRES IN PRESCHOOL AND SECONDARY EDUCATION INSTITUTIONS WITH INCLUSIVE GROUPS

Fire Safety ◽  
2021 ◽  
Vol 37 ◽  
pp. 72-76
Author(s):  
O. V. Khlevnoy ◽  
D. Kharyshyn ◽  
O. Nazarovets
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Fire Safety ◽  
Educational Institutions ◽  
Projection Area ◽  
Children With Special Needs ◽  
Evacuation Time ◽  
Time Calculation ◽  
Movement Parameters

Introduction. In 2015-2020, the number of inclusive groups in preschools and classes in secondary schools of Ukraine increased almost 7 times. For our country, inclusive education is an innovative phenomenon, so its implementation raises many problems. One of the most significant problems is low level of fire safety measures. Сhild death from fires in Ukraine exceeds the European Union numbers by more than 4 times. As children with special needs are more vulnerable during fires, research on fire safety in inclusive groups is an urgent task.The purpose of the article is to identify problematic issues of calculating the time of evacuation in case of fires in educational institutions with inclusive groups based on statistical data, regulatory framework, and modern scientific developments analysis.The current regulations governing the organization of inclusive education in preschool and secondary school have been analyzed. Building codes that set the requirements for inclusive buildings and structures have been analyzed. Standards and methods for calculating the evacuation time from buildings have been also considered. The comparative analysis of the possibilities of the modern application software intended for evacuation time calculation has been carried out. According to the analysis, the main problematic issues have been identified.Conclusion. Currently, some necessary data about children with special needs are not available. That fact doesn't allow calculating with exact accuracy the evacuation time in case of fire in educational institutions with inclusive groups. A comparative analysis of the calculations made with the help of applied computer programs shows that in most of them there is no possibility to take into account the presence of children with special needs on the premises. In some software products, where such a possibility is provided, the movement parameters of children with special needs do not differ from the movement parameters of adults with disabilities. Therefore, determining the values of the horizontal projection area of children with different special needs, as well as the study of their speeds and the influence of their presence on the intensity of the general movements is an urgent technical and scientific task that requires further experimental and theoretical research.

scholarly journals PSIKOEDUKASI SMART PARENTING TENTANG KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS (ABK

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Pamela Hendra Heng
Keyword(s):  
Special Needs ◽  
Learning Style ◽  
Education Program ◽  
Developmental Disorders ◽  
Multiple Intelligence ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Normal Children ◽  
Education Services ◽  
Inclusive Schools

Children with special needs (ABK) are very different from normal children in terms of needs, health, education, teaching, how to give advice and attention. Children with special needs require special treatment because they have developmental disorders and others disorders from children in general (Desiningrum, 2016). In 2015, Indonesia had approximately 4.2 million ABK. Baska and Stambaugh (in Juwono and Kumara, 2011) state that education services in Indonesia are still experiencing difficulties due to the lack of knowledge of teachers about ABK. Sunardi, Yusuf, Gunarhadi, Priyono, and Yeager (2011) state that in Indonesia, almost no changes have been made to accommodate the education program for children with special needs in inclusive schools; there is no difference in teaching strategies for children with special needs (Kurniawati, De Boer, Minnaert, and Mangunsong, 2017; Mangungsong 2014). The Holland Interests Test, the written Learning Style test and the Multiple Intelligence seminar were attended by 42 adolescents, analyzed by psychologists to determine their interests and talents. A psychoeducation approach through the smart parenting seminar "Mengasuh kidz jaman now" attended by 101 parents, teachers and church practitioners, aimed to give an understanding of the characteristics of children with special needs at church X in East Java.

scholarly journals «REGULATIONS ON THE TRAINING AND REHABILITATION CENTER» – AS ONE OF THE FACTORS OF REFORMING SCHOOL EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN 2011–2017

2021 ◽  
Vol 1 (192) ◽  
pp. 147-151
Author(s):  
Svetlana Shevchenko ◽  
Keyword(s):  
Special Needs ◽  
Developmental Disorders ◽  
School Education ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
Pedagogical Literature ◽  
Theoretical Foundations ◽  
Ukrainian Society

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC); the theoretical foundations of their creation were determined and their features of activity were clarified in the context of the current approaches of school education for children with special needs. The issues of reforming school education for children with special needs during the study period are highlighted, the information is of particular importance on the quality of the work of the NRC. It is it that determines the need to analyze existing and conduct new objective studies of their role in Ukrainian society. The author reveals the content of the concept of some special definitions for children and adolescents who need special conditions of upbringing. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and versatility - from educational to rehabilitation. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy. It was found that their features of activity in the context of current approaches to school education for children with special needs were not only educational, but also purposefully rehabilitative.

scholarly journals FEATURES OF PROLONGED STRESS IN FAMILIES WITH CHILDREN WITH PSYCHOPHYSICAL DEVELOPMENTAL DISORDERS

2021 ◽  
pp. 72-83
Author(s):  
T. Kuchma
Keyword(s):  
Special Needs ◽  
Developmental Disorders ◽  
Emotional Health ◽  
Coping Resources ◽  
Stress Factors ◽  
Psychological State ◽  
Stressful Situation ◽  
Children With Special Needs ◽  
Negative Consequences ◽  
Prolonged Stress

The article reveals the question of the peculiarities of prolonged stress in families raising children with psychophysical development. The main aspects that have already been in the center of attention of scientific-theoretical and empirical study of the psychological state of parents, including, depending on the nature of psychophysical disorders. It is noted that the sudden onset and unpreparedness for the child's health, lack of experience in caring for her, unpredictability of the situation and the need for radical changes in their own lives, understanding the fact of lifelong burden often cause parents to develop emotional, informational, social, interpersonal stress and subsequent maladaptation. family. Based on the analysis of scientific research, identified and supplemented the main psychological problems faced by families of children with special needs, and grouped them into two groups - objective (mental disorders of the child, financial, educational, social, legal side of its development ) and subjective (internal state of the parents themselves, their actions and motives) stress factors. It is emphasized that the constant influence of these factors often leads to the development of prolonged stress - one that can last a long time or permanently, becoming chronic, with negative consequences for physiological, emotional health, social and working life of parents, family breakdown. A scientific and generalized analysis of the stages and stages of parents' experience of a stressful situation with the appearance of a disabled child, such as: shock, aggression, grief, anger, guilt, emotional adaptation, adaptation to chronic stress. It has been established that the family of a child with developmental disabilities experiences several crisis periods (diagnosis; obvious manifestations of developmental delay; identification of limited abilities of the child to study; coming of age), during which they need constant psychological help and support from specialists. The author notes that, depending on the nature of the child's psychophysical disorder, the psychological, social or biological adaptation of family members will occur differently or not at all, with the family's value orientations and attitudes to stress playing an important role. The characteristic symptoms of prolonged stress are expressed, which express the tension in which parents and sick children are. Emphasis is placed on the need for further analysis of prolonged stress in parents of children with special needs in certain categories and finding ways to form coping resources for each family member.

scholarly journals Pendampingan dan Pengenalan Teknologi Berbasis Internet kepada Anak Berkebutuhan Khusus di SLB C Budi Daya, Jakarta Timur

2020 ◽  
Vol 3 (1) ◽  
pp. 51-59
Author(s):  
Fitria Ayuningtyas ◽  
Vinta Sevilla
Keyword(s):  
Special Needs ◽  
Learning Strategy ◽  
Children With Autism ◽  
Emotional Disturbances ◽  
Children With Special Needs ◽  
Autistic Children ◽  
Normal Children ◽  
Long Time ◽  
Information And Communication ◽  
And Behavior

A normal child who is not lacking in anything physical or psychological is the dream of all parents. A hope regarding this matter is something that is natural for anyone. It's just that, in reality these hopes cannot be realized for some people. One of them is the presence of children with special needs in their lives. Even though every child has their own uniqueness and potential. One of the children with special needs is an autistic child. Autism is a very complex developmental disorder in a long life that includes disruption in aspects of social interaction, communication and behavior as well as emotional disturbances and sensory perceptions even in motoric aspects. Very severe disorders of some disorders experienced by children with autism that is a disorder in the ability to communicate. The ability to communicate nonverbally for children in general can be obtained naturally, without the need to be specifically and continuously taught for a long and long time. But the situation will be very different from autistic children. Autistic children need a design and learning strategy and approach to improve their nonverbal communication skills appropriately. Along with this, the development of Technology, Information and Communication (ICT) is inevitable. Most people think that the introduction and development of ICT knowledge is only for normal children. Through community service, the PKM team wants to share related developments in Technology, Information and Communication to children with special needs by using assistive devices and games specifically for children with special needs, especially children with autism. The implementation was carried out at SLB C Budi Daya, Cijantung, East Jakarta on 14 and 17 September 2018 ago.

scholarly journals EDUCATIONAL AND REHABILITATION CENTER AS A TYPE OF SECONDARY EDUCATION DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (2011-2017 PP.)

2021 ◽  
pp. 83-86
Author(s):  
S. SHEVCHENKO
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Developmental Disorders ◽  
Speech Disorders ◽  
Individual Characteristics ◽  
Educational Process ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
The Creation

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC). The peculiarities of their activity in the context of the current approaches of school education for children with special needs are clarified. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. The main tasks of various types of NRC were: ensuring the right of children with complex developmental disabilities to receive an appropriate level of preschool and general secondary education in accordance with their capabilities, abilities, taking into account individual characteristics of development; ensuring early socialization and preparation of such children for obtaining an appropriate level of preschool and general secondary education through a specially organized educational process in combination with psychological and pedagogical, medical, physical, social rehabilitation; formation of civic position, self-esteem, readiness for work, responsibility for their actions; provision of systematic qualified psychological, medical and pedagogical support of children, taking into account their state of health, characteristics of psychophysical development; provision of rehabilitation services according to an individual rehabilitation program for a disabled child; providing psychological and pedagogical assistance to parents (persons replacing them) who are raising children with disabilities, in order to involve them and children in the educational and rehabilitation process.It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and universality. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy, which was the best provision in educational and educational development (correction of speech disorders, etc.) for children with special needs. It is proved that their peculiarities of the conditions of upbringing, education, maintenance of children in educational and rehabilitation centers were determined by a flexible system of educational, educational and correctional and rehabilitation work; the creation of special conditions for the correctional orientation of training, education and overcoming violations of physical and mental development, the formation of speech and other mental processes, improving health, taking into account the nature of developmental disorders; implementation of an individual and differentiated approach in teaching and rehabilitation of children with complex developmental disorders in accordance with the peculiarities of educational and cognitive activities, taking into account the nature of developmental disorders.

scholarly journals Educational Revitalization of the Children with Special Needs at an Inclusive School

2018 ◽  
Vol 6 (3) ◽  
pp. 385
Author(s):  
Made Kerta Adhi ◽  
Ni Putu Seniwati
Keyword(s):  
Special Needs ◽  
School Library ◽  
Children With Special Needs ◽  
Normal Children ◽  
Self Development ◽  
Inclusive School ◽  
Teachers And Students ◽  
Educational Staff ◽  
And Behavior

The main purpose of this research is to find out the forms and meaning of revitalization of children with special needs at an inclusive school, particularly at Saraswati Elementary School, Tabanan, and Bali. This research is a qualitative research with an approach of a Cultural Study. The results show that the forms of revitalization are increasing resources, such as the workshop of teachers and students parents; providing apprentice for school staff, especially the manager of school library; increasing the involvement of children with special needs with the other common peers in self-development; equipping facilities such as special guidance room and library facilities. The meaning of revitalization is to improve the quality of human resources, togetherness in differences, and the development of potential children with special needs. In conclusion, there are enhancement of knowledge, skills, and behavior of teachers and educational staff respectively with the average of 88 and 90 percent, parents become more empathetic to the children, and social cohesion between children with special needs and normal children is established, so children with special needs are able to grow well.

scholarly journals DIDACTIC GAMES TO DEVELOP MATHEMATICAL CONCEPTS FOR CHILDREN WITH SPECIAL NEEDS IN KINDERGARTEN

2020 ◽  
Vol 6 (1) ◽  
pp. 83-93
Author(s):  
Tiiu Tammemä ◽  
Siret Maaring
Keyword(s):  
Special Needs ◽  
Teaching And Learning ◽  
Developmental Disorders ◽  
Preschool Age ◽  
Children With Special Needs ◽  
Board Game ◽  
Learning Materials ◽  
Mathematical Concepts ◽  
Preschool Age Children ◽  
Narrow Road

Children with developmental disorders do not acquire the same way as do children with an age-appropriate intellectual level, so it needs to be carefully chosen what kind of methods to use and in what way to teach the children. For preschool children, the most efficient and simplest method of teaching mathematics is a playful approach to learning activities. The purpose of this work was to create a set of materials to support the teaching and learning of mathematical concepts for preschool-age children with special needs. There were created learning materials such as Train, Shelves, Long and short, Butterflies and cars, Wide and narrow road, and board game Owls. All the learning materials, including a board game, are laminated and most of them are provided with velcro strips to stick different parts. All the learning materials are tested on preschool-age children and asked specialists and teachers, who work with children with special needs, to give their expert evaluation. Learning materials support teaching mathematical concepts for preschool-age children with special needs.

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