Zargaryan Sofya Aleksandrovna,
the Student group of the Inclusive Education, № 12ПОм177
The University of Tyumen, The Institute of Psychology and Pedagogy Sciences
Scientific adviser Candidate of Pedagogical Sciences,
Associate Professor Patrusheva Inga Valerievna
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR PARENTS, CHILDREN WHO HAVE SPECIAL EDUCATIONAL NEEDS, IN EDUCATIONAL INSTITUTION
Abstract. Psycho-pedagogical support of parents whose children have special educational needs is an attempt to create an accompaniment program for children and their parents. Methods of interaction with parents Montessori education, ideas, humane and positive pedagogy joined in the psychological and educational assistance to parents.
Key words: pedagogy, child psychology, children with special needs, education, child development, special educational needs.
Introduction
Along with the formation of the humanistic orientation of education, the idea of psychological and pedagogical support for the development of children began to develop (Suhomlinsky, 1985). It arose within the framework of the problem of providing effective skilled psychological help (Rogers, 2006). Studies for 200 years until recently were sent to the organization of psychological pedagogical support for children with special educational needs, but not their parents.
Thus, the relevance of the research lies in the fact that at present psychological and pedagogical support of parents, children with special educational needs is not fully disclosed in science (Lobok, 2008).
The research concerns the ambiguous role of the parent in the life of the child. If children develop with deviations, in which they are attached to his parent up to a certain point in time (or forever), then it forms the basic educational environment (Federal Law of the Russian Federation of December 29, 2012 N 273-FZ «On Education in the Russian Federation», 2012).
Therefore, the main question of the research follow: will the psychological and pedagogical support of parents help to create an accessible educational environment for a child who has special educational needs.
The subject of the research is the content and mechanisms of psycho-pedagogical support of parents whose children have special educational needs.
The object is process of a program of psycho-pedagogical support of parents whose children have special educational needs.
The purpose of the study is a comprehensive review of existing programs of psychological and pedagogical support for parents.
|
|
|
The hypothesis of the research is the assumption that if the teacher will carry out psychological and pedagogical support of the parents, this can positively affect the psychological state of the child with special educational needs (Berdnikova, 2013).
The theoretical and methodological basis of the study were works of Sh.A. Amonashvili, V.A. Sukhomlinsky, A. Lobok in the framework of the classical theory of humane pedagogy.
The research uses methods of the empirical level, among which are monitoring the progress of the program of psycho-pedagogical support of parents whose children have special educational needs, sociological surveys, analysis of the products of activity (Makarenko, 2014).
Tasks of the program:
1. To study the current state of the matter;
2. To reveal the structure, essence and forms of the phenomenon under study by the example of Child Development Center «Sofya», Tyumen city;
3. To substantiate the necessity and effectiveness of the program of psycho-pedagogical support of parents whose children have special educational needs;
4. Disclose the conditions for the introduction of technologies in the program of psycho-pedagogical support of parents whose children have special educational needs;
The experimental base of the study is Child Development Center «Sofya», which is in the city of Tyumen.
Chapter I
The practical significance of the research is to test a new program of psychological and pedagogical support for parents in the children's correctional center.
The main principles of psycho-pedagogical support of parents whose children have special educational needs in the conditions of a general educational institution:
1. The principle of an integrated approach. This principle suggests the joint participation in the process of accompanying the entire pedagogical staff of the educational institution, including psychologists, teachers and other specialists;
2. The principle of the activity approach in the process of psychological accompaniment of the family implies the naturalness of accompaniment. If this principle is successfully implemented, the parents' communication with the child at school and in the family environment is monitored, the process of parents' participation in the various activities for which they are involved during the program of psychological and pedagogical support of parents whose children have special educational needs program is tracked, among them: role games, group discussions, carry out regular developmental and remedial activities with individual plans, individual interviews, lectures;
|
|
|
3. The principle of humanity and the person-oriented approach. In the process of psychological support, it is necessary to consider the integral personality, considering individual characteristics of personality. The personal approach assumes a deep study of parents' psychological resources to help the child in future problems, and also to analyze interpersonal relations within the family and to give a clear analysis of family's values and development prospects;
4. The causal principle. Psychological support of the family is not accentuated by external behavioral manifestations of family members, but on internal sources and motives, which in the future generate these manifestations;
5. The principle of the unity of diagnosis and psychological assistance in the process of escort. This principle implies a unity of psychological diagnosis and correction, which do not exclude each other. With the most correction there is a constant diagnosis of the change in the state.
With the proper implementation of the principles of psychological and pedagogical support, the program will be successfully implemented based on a children's correctional center.
Conclusion
Thus, when raising children with special educational needs, most parents are experiencing psychological and pedagogical difficulties. When implementing the education program for children with mental and physical disabilities, a positive trend is the willingness of parents to responsible for the education children, which have special educational needs. This can be a major point in resolving the problems of including these children in public life and attend to their children.
|
|
|
In conclusion, the creation of a program for accompanying parents and appropriate recommendations for accompanying such families is an urgent task of the field of psychological and pedagogical work. Psychological and pedagogical support of parents whose children have special educational needs and accept the difficulties faced by the child, as well as provide them with methodological recommendations. The program will help to implement the correct rehabilitation of the child not only in an educational institution, but also at home.
REFERENCES
1.Amonashvili A.S. (2017). Iskusstvo semeinogo vosspitanya. Pedagogicheskoe vosspitanie. [The art of family education. Teaching essay. Рedagogy]. E-Publishing «Amrita». [Online] Available: https://www.livelib.ru/author/233201/top-shalva-amonashvili (February 24, 2018);
1. Berdnikova A. G. (2013). Psichologo-pedagogicheskoe soprovogdenie kak sostavlyaychaya obrazovatel’nogo prozessa [ Psychological and pedagogical support as a component of the educational process]. Siberian Pedagogical Journal №5, 53-58. (February 24, 2018);
2. Kalinina S.V. (2013). Gruppa poddergki kak metod psichologicheskogo soprovogdenia roditelei, vospityvaychich detei s ogranichennymi vozmognostyami zdorovya [Support group as a method of psychological support for parents raising children with disabilities]. E-Journal of Novgorod State University № 74. [Online] Available: http://cyberleninka.ru/article/n/gruppa-podderzhki-kak-metod-psihologicheskogo-soprovozhdeniya-roditeley-vospityvayuschih-detey-s-ogranichennymi-vozmozhnostyami (February 24, 2018);
3. Federal Law of the Russian Federation of December 29, 2012 N 273-FZ «On Education in the Russian Federation». (2012). [Online] Available: http://www.consultant.ru/document/cons_doc_LAW_140174/ (February 28, 2018);
4. Sukhomlinsky V.A. (1985). Svoe serdze otday detyam [I give my heart to children.]. Publishing house «Radyansk school»;
5. Makarenko A.S. 2014. Kniga dkya roditelei [The book for Parents]. Moscow: Publishing House of the ITRK.;
6. Lobok A.M. (2008). Metodologicheskyi krizis otechestvennoy nauki kak prichina nerazvitosti shkolnogo samosoznanya. Professionalnaya ekspetiza: kak preodolet miragi? [Methodological crisis of the national pedagogical science as the reason for the underdevelopment of school self-awareness. Professional pedagogical expertise: how to overcome mirages?] Moscow: Chistye Prudy, 16-17;
|
|
|
7. Lopintseva L. A. (2010). Socialno-pedagogicheskoe soprovogdenie semeinogo vosspitania rebenka doshkolnogo vozrasta [Socio-pedagogical support of family education of a child of preschool age.]. Moscow, 156-184;
8. Rogers K. (2006) Counseling and psychotherapy: the latest approaches in the field of practical work. Psychotherapy, 508.
Заргарян С. А.
студентка гр. 29 ПОм 177
направление «Инклюзивное образование»
Научный руководитель: канд.пед.наук,
доцент Патрушева И.В.
Институт психологии и педагогики ТюмГУ, г. Тюмень
Дата добавления: 2019-01-14; просмотров: 352; Мы поможем в написании вашей работы! |
Мы поможем в написании ваших работ!