Filippova Elena Borisovna

Primary school teacher

MBOU Undino-Poselskaya Secondary School

Baleysky district

The role of the sociocultural complex in socialization children with disabilities

One of the pressing socio-economic and demographic problems of modern Russian society is the inclusion of children with disabilities into society. The relevance of this problem is explained by many circumstances that have developed in modern Russia.

In modern Russian society there is not only a steady reduction in the number working population, but there is also a continuing trend of deterioration in its qualitative composition against the backdrop of an increase in the disability of children and youth.

The main problem of a child with disabilities is the disruption of his connection with the world, limited mobility, poor contacts with peers and adults, limited communication with nature, inaccessibility of a number of cultural values, and sometimes even basic education. Solving the problem of social upbringing and education of children with disabilities is relevant today due to the objective difficulties of social functioning and the child’s entry into society.

Socialization is the process and result of an individual’s inclusion in social relations. It has been proven that a child with disabilities has difficulty understanding the meaning of human relationships because he cannot perceive them in the same ways that a normally developing child uses.

Problems of communication of a child with cerebral palsy, difficulties of adaptation in a peer group are becoming increasingly important. Considering the characteristics of the motivational, emotional and cognitive systems of children with cerebral palsy, it is highly likely that they will not communicate effectively with others. Successful communication in in this case is important not so much in itself, but as a basis for the adaptation of children with a special rate of development to the school and wider social environment. In the socialization of children with various types of disabilities, including cerebral palsy, the social environment, and in the village, the sociocultural complex, plays a large role.

Sociocultural educational complex – educational organization, which is an integration of a secondary school and additional education institutions, implementing preschool and general education, additional education programs and having an extensive network extracurricular activities in the system of additional education (music, art, sports, etc.), as well as a material base that allows the use of modern technologies in the process of education and upbringing. Sociocultural complexhas a practical, real focus on creating comfortable conditions for the child at school and solving his problems; reliance on community interests, widespread use of the potential of rural educational environment in teaching and raising children with disabilities; the school’s focus on providing educational services to children with disabilities along with healthy children. Undecided social problems, which unsettle a child and prevent him from studying normally, it is impossible to solve educational problems. Therefore, a rural school is a center of social and pedagogical assistance to families and children with disabilities.The socio-cultural complex within which the socialization of children in our village takes place, including children with disabilities, includes a school, medical institutions, the “Dar” center, the “Childhood” school center, the Village House of Culture, the Regional Education Center for disabled children, the Transbaikal Public organization “All-Russian Society of Disabled Persons”, Baleysk Intersettlement Cultural and Leisure Center. Thanks to the skillful coordination of the actions of all structures and their joint activities, the socialization of children with disabilities is proceeding favorably and successfully.

In 2011, a disabled child diagnosed with cerebral palsy entered our school in 1st grade. The main task for our team was to create appropriate conditions for the realization of the right of children with disabilities to education and creative development, enshrined in the Constitution of the Russian Federation and the Law of the Russian Federation “On Education”, on an equal basis with healthy children.

The teaching staff immediately faced a number of questions regarding the organization of training. According to the medical report, the child was recommended to study at home for 8 hours per week. By organizing the work of the school psychological-pedagogical consultation, having agreed on all issues with the parents and taking into account that the child’s intellect was fully preserved, we tried to jointly determine the most favorable educational route for him. In addition to 8 hours of homeschooling,

Nikita and his mother came to lessons in the natural world, art, and even other subjects. He really enjoyed communicating with his peers and every time he looked forward to the next trip to class. And although there were a lot of problems with hand motor skills, he successfully completed 1st grade.

In the second grade, it was decided to continue integrated learning - 8 hours at home and attending additional lessons if desired. Nikita began to come to lessons in English, and computer science, environmental science and art. In addition, starting from the second grade, Nikita began to attend clubs and extracurricular activities.. In 3rd grade, in addition to basic education, the family was also offered distance learning. The class teacher coordinated the schedule and topics of additional classes with the teacher distance learning. The list of clubs visited by Nikita has also expanded: this is the “Pochemuchka” club at the Rural House of Culture, and the “Learning to work in the Film Studio” club, and attended the chess club.

In 4th grade, distance learning was canceled, but education at home and at school continued. In addition, Nikita and his family took and continue to take an active part in almost all public events, competitions, Olympiads and quizzes at both the school level, district, regional and even All-Russian. To track the results of personal growth, we draw up a portfolio, which contains a lot of certificates and diplomas. Now Nikita is studying in the 5th grade. And by the decision of the family and the child himself, in addition to individual 12 hours of homeschooling, Nikita attends almost all classes: 3 hours of English, 2 hours of biology, 1 hour of geography, 2 hours of history, 1 hour of social studies, 1 hour of life sciences, 1 hour of computer science, class hours and all extracurricular activities. Nikita is an active participant in both school and district events. Takes part in chess tournaments, reading competitions, various competitions, Olympiads held through the Center for Children with Disabilities, cultural and leisure center and many others.

Thus, it can be noted that the sociocultural complex plays an important role not only in raising children, but also in the socialization of children, including children with disabilities. The implementation of all components of the project allows us to create the most favorable conditions for the inclusion of children with disabilities in society, active participation in sociocultural complex promotes successful socialization.

Used Books:

1.Baenskaya E.R. Help in raising children with special emotional development: 2nd ed. M., 2009

2. Burmistrova E.V. Family with a special child: psychological social assistance // Bulletin of practical psychology of education.

3. . Nikitina V.A. The beginnings of social pedagogy: a textbook.-M.: Flinta: Moscow Psychological and Social Institute, 1998. P.54

4. Simonova, N.V. Psychological foundations of teaching children with cerebral palsy: Methodological recommendations - M.: GBOU Pedagogical Academy, 2012

5. Shipitsina, L.M., Mamaichuk, I.I. Children’s cerebral palsy - St. Petersburg: Publishing house. "Didactics Plus", 2001

Oksana Korochkina
Social pedagogical conditions sociocultural integration of children with disabilities in educational institutions.

The problem is especially pressing sociocultural integration of children with. According to the UN, every tenth family in the world is raising a child with disabilities, whose development is burdened unfavorable factors, exacerbating the problem sociocultural maladjustment. Scientists, practitioners, specialists (medics, psychologists, teachers, social educators and social workers) are busy searching for ways and forms integration of children with disabilities into society, opportunities their adaptations in big and small societies. Family remains one of the main means sociocultural integration, capable of stimulating the process socialization and integration of the child. Child with disabilities, deprived opportunities for normal communication Those experiencing physical and moral suffering find support and support in the system of positive family communication. Due to humanity towards disabled children, they later gave a different designation - children with disabilities. disabilities. Children and teenagers with disabilities belong to categories of the population that have the right to enjoy the protection and assistance of government bodies and institutions, including in resolving leisure issues. Taking into account the structural specificity of disability in modern society, the importance of the cultural sphere is obvious, various types cultural activities on the one hand - possible, and on the other - as a necessary area socialization, self-affirmation and self-realization of people with partial disabilities.

Russian scientists are searching for effective pedagogical teaching technologies children with disabilities health of different categories (N. G. Morozova, M. S. Pevzner, etc.). Advanced foreign experience is widely and comprehensively studied, revealing ways and means of optimal social integration of children with developmental disabilities (A. II. Kapustin, N. N. Malofeev, L. M. Shipitsina, etc.). Also poorly studied in the specialized literature conditions, mechanisms and forms of working with children with disabilities contributing to their sociocultural integration.

This situation exacerbates the contradictions between:

The need to overcome social child's insecurity disabilities health and insufficient theoretical development of the problem of orientation towards the child as an active subject of the environment society;

Absence conditions for sociocultural integration of children with disabilities who are home-schooled and their need to attend general educational institutions;

objective need to create a comprehensive social programs- pedagogical health support and the lack of such an integrated approach.

The study was carried out in three stage:

The first stage is choosing a research topic; studying special psychological and pedagogical literature on the problem; definition of the object and subject, hypothesis, goal and objectives.

The second stage is studying the problems sociocultural integration of children with disabilities by means of social- pedagogical support; processing and analysis of the results obtained, conducting questionnaire surveys.

The third stage is the analysis of empirical material, its theoretical understanding; systematization and generalization of research results (formulation of conclusions, and methodological recommendations social educators on socio-cultural integration of children with disabilities in a general education institution).

A preliminary study of the problem allowed us to formulate the main provisions research:

1. Educational institutions and families have significant pedagogical, rehabilitation, integration child development resources with disabilities, creating additional in relation to traditional institutions conditions optimizing processes social inclusion of children with disabilities.

2. Content and character social, psychological and pedagogical problems children with disabilities suggests that most of them can become full participants in children's communities, and further, citizens of society when creating condition socially- pedagogical support for families and children with disabilities health for success sociocultural integration. 3. The family is a full-fledged pedagogical subject along with cultural and leisure educational institutions.

Organized joint activities to solve problems children "Young Volunteer", using the experience of the school organization of the Moscow region and in which many pedagogical problems are solved.

Main conditions organizing joint activities children is something that it must meet the needs of age, be interesting and useful for such children and should contribute to the development of behavioral and communication skills. This conditions may correspond to community service activities children combined into a children's room public organization (DOO).

« Sociocultural integration of personality» - this is a process and at the same time a system of including an individual in various social groups and relationships through the organization of joint activities (primarily gaming, educational, labor).

The main problem children with disabilities, loneliness, low self-esteem and lack of social self-confidence, depression, feeling stigmatized, etc. rejection due to their shortcomings, psychological and physical dependence, and a painful inability to discuss their difficulties. Problems in establishing and developing relationships with the opposite sex are very acute. Overestimation and underestimation of one's own strengths, abilities, and position in society are more common among abnormal people than among normal people.

Analysis of the state and legal foundations of modern social politicians Russian Federation shows that the rights of persons with disabilities brought into compliance with standards international law. The main disadvantages of the legislative framework include the absence of a separate legal act at the level of federal law, relating exclusively to children with disabilities. Certain provisions and legal norms contained in different legal texts are characterized by inconsistency and contradiction, which makes them difficult to practical use. However, they provide legal protection for adolescents with disabilities.

The experience of educational institutions and public organizations that organize socially- pedagogical support children with disabilities and their families, it is clear that their work contributes sociocultural integration of children, With disabilities.

The experimental part of the study was carried out in an educational institution and showed that creative socially useful activities in a team contributed to social development of adolescents. This activity was organized jointly by different specialists and meets the needs of children, interesting and is relevant for both children with atypical development, as well as for his normal peers. All this contributed to the successful sociocultural integration.

The results obtained allow us to conclude that a condition for effective sociocultural integration of children with disabilities will be specially organized in a general education institution socially– pedagogical support, including socially useful activities children, united in a children's public organization (preschool educational institution, organization of joint child-parent public events.

“SOCIALIZATION AND INCULTURATION OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES IN GENERAL EDUCATIONAL ORGANIZATIONS OF DIFFERENT TYPES AND KINDS...”

-- [Page 11] --

Secondly, mutual respect for all participants educational process, tolerance, mutual assistance, the opportunity to learn from each other, the opportunity to help ourselves and other people are an important condition for the success of the implementation of an inclusive educational space.

Forms of correctional and developmental work can be organized based on the inclusion of correctional assistance to the child directly in the structure of lesson lessons or its inclusion in the extracurricular activities. Types of assistance: stimulating, in which the teacher stimulates the child’s activity either by instilling in him confidence in his abilities, or by indicating the presence of errors in his work; the guide consists of prompting the child in the first steps of the solution educational task and planning follow-up actions;

teaching, in which the teacher provides direct assistance in solving a learning task.

With this approach, the teacher’s assessment activity does not involve assessing the results of the child’s educational work, but assessing the quality of the work itself. The basis for assessing the process, and subsequently the results of children’s learning, is the criterion of relative success, i.e. comparison of the child’s achievements today with those that characterized him yesterday.

Thirdly, cooperation in the learning process is the basic principle of building inclusive education, in which each member of the school community and parents bear some responsibility for the success of the common cause. The main mechanism for implementing this principle is the interaction of school specialists, additional education institutions and parents, ensuring systematic support for children with disabilities by specialists of various profiles in the educational process. Such interaction includes:

Comprehensiveness in identifying and solving the problems of a child with disabilities, providing him with qualified assistance from specialists in various fields;

Multidimensional personality analysis and cognitive development child;

Drawing up complex individual educational programs general development and correction of certain aspects of the educational-cognitive, speech, emotional-volitional and personal spheres of the child.

Consolidating the efforts of various specialists in the field of pedagogy, psychology, medicine, and parents will make it possible to provide a system of comprehensive psychological, medical, and pedagogical support and effectively solve the problems of a child with disabilities. At school, this organized interaction of specialists should be carried out by a psychological and medical-pedagogical council, which provides comprehensive assistance to a child with disabilities and his parents, as well as to the educational institution in resolving issues related to the adaptation, training, education, development, and socialization of children with disabilities . An individual educational training program is approved at a meeting of the school’s psychological, medical, and pedagogical council; its implementation is mandatory for all participants in the educational process, including parents.

The fourth condition is scientific and methodological support for school teachers, which is provided in the following educational forms:

a) As part of training in advanced training courses, it is necessary to consider issues of the specifics of educational and correctional work with children with disabilities; fundamentals of correctional pedagogy and special psychology; issues of the characteristics of the psychophysical development of children with disabilities; methods and technologies for organizing the educational and rehabilitation process for such children. It is important in this form of increasing the competence of teachers to use an activity-based approach; during the courses, students must develop specific didactic materials, methodological manuals etc.

b) Courses based on internship innovative educational platforms.

c) Training seminars for teachers and administrators, both at school and on site in educational institutions, with the aim of mastering techniques and methods of working with children with disabilities.

For example, workshops at which the approaches used in inclusive schools in teaching school disciplines were studied, such as:

Working together to master educational material.

Teaching strategies for mastering material.

Differentiation of educational material.

Development of the ability to self-determination.

Design of a modified individual educational program.

Clear, structured presentation of material.

Assessment of learning material.

Training in the application of acquired skills in real conditions.

Cooperation.

Prevention of unwanted behavior.

Peer support.

d) Joint development of methodological recommendations on the organization of correctional and developmental work with children with disabilities. In accordance with the needs of teachers, the development of the following methodological recommendations: “Formation of a tolerant attitude towards children with special needs in an educational institution”, “Features of the work of teachers with children with disabilities”, “Organization of integrated education for children with disabilities”, “Specifics of work teacher with children with mental retardation”, “Specifics of a teacher’s work with children with written language impairments”.

Instructional meetings with teachers of inclusive classes, at which teachers will become familiar with regulatory documents: “On the organization of work with students with visual impairments in a general education institution” (letter of the Ministry of Education of the Russian Federation dated June 4, 2003 No. 27/2897-6), “On the organization of work with students who have a complex defect” (letter of the Ministry of Education of the Russian Federation Federation dated April 3, 2003 N 27/2722-6), “On creating conditions for children with disabilities and disabled children to receive education” (letter of the Ministry of Education of the Russian Federation No. AF-150/06 dated April 18, 2008) . At such meetings, it is possible to consider the issues of organizing psychological and pedagogical support for children with disabilities: the timing of diagnostics by an educational psychologist, a speech therapist teacher, the preparation of a dynamic observation diary by a subject teacher, the development of individual educational programs for schoolchildren.

f) Individual and group consultations on the topics: techniques and methods of constructive interaction with a child, how to form a positive attitude towards school, age-related psychological characteristics.

g) Problem-based creative groups for individual educational areas, for example: “Interactive whiteboard as a resource for increasing the effectiveness of education”, “Development of critical thinking through reading and writing.”

h) Psychological and pedagogical workshop “Inclusive approaches in education”, within the framework of which the following sessions were held: “Organization educational process in a class where children with disabilities are taught,” “The use of a correctional and developmental component in the lesson when teaching children with disabilities.”

The fifth condition - changing the public's attitude towards persons with disabilities included the following areas:

b) Conducting thematic classes for primary school students:

stereotypes towards people with disabilities; approaches to understanding disability problems (traditional, social); barrier-free environment for people with disabilities (psychological and physical barriers); joint education of disabled and non-disabled children; language and etiquette in communicating with people with disabilities; carrying out cool hours on the topic " Famous people with disabilities."

c) Organization of competitions social projects on issues of developing a tolerant attitude towards children with special needs, social voluntary actions to collect resources for inclusive education of children with disabilities.

d) Conducting a lecture for parents on the topic “What is inclusive education?”, “Your child went to school.” The lecture discusses the concept of inclusive education, two models for the problem of disability: medical and social.

e) Organization of thematic group and individual consultations with parents: adaptation to schooling (readiness of children and parents to study at school); personal characteristics of the child that influence learning (age psychological characteristics); “Talk to me” (practical recommendations for communicating with a child with disabilities).

f) Organization of specialized inclusive shifts in summer children's educational and health centers.

g) Conducting cultural and leisure activities involving persons with disabilities as active participants.

The sixth condition is the development of self-improvement and self-development programs for persons with disabilities. For this purpose, various programs can be proposed for implementation, such as “Help yourself”, “Know yourself”, etc.

Seventh condition - purposeful work with a family raising a child with disabilities. The family is the primary social institution of education. The atmosphere that has developed in the family, an understanding of the specifics of raising a child with disabilities, and the established system of relationships in the family predetermine the success of future sociocultural integration.

Thus, the complex of pedagogical conditions presented above will ensure the successful implementation of the model of an inclusive educational space.

Conclusions on the third chapter

1. Possessing logical integrity, systematicity and organization, pedagogical concepts, due to incomplete content representation, allow for ambiguity in practical use, which often leads to uncontrollability pedagogical processes and reduces the effectiveness of their implementation as a whole.

All this creates an urgent need to isolate the main components pedagogical concept, mandatory for its identification as a scientific theory. In our view, the structure of a “developed” theory should include fundamental concepts and quantities, a system of laws defining the relationship 257 between them, a set of principles, fundamental constants, idealized objects, as well as components of a procedural nature (measurement procedures, predictions, general interpretation of the main content of the theory ).

Such a structure, productive for formal theories that allow axiomatic construction, turns out to be poorly adapted to the field of pedagogical science. Taking into account the specifics of the pedagogical concept as a system of scientific knowledge and as a form of presenting research results should include the following sections: general provisions; conceptual-categorical apparatus; theoretical and methodological foundations; core; content and semantic content; pedagogical conditions for the effective functioning and development of the phenomenon under study; verification.

2. The general provisions of the pedagogical concept, first of all, focus on understanding its purpose, and therefore, in terms of content, gives a general idea of ​​the purpose of the concept being developed, its legal and methodological basis, sources of construction, place in the theory of pedagogy and the system of interdisciplinary knowledge, as well as possibilities and the limits of its effective use.

Based on the functional purpose and content of the pedagogical concept, its goal is a theoretical and methodological substantiation of the essence of an inclusive educational space aimed at creating conditions for the sociocultural integration of people with disabilities.

In addition, general provisions initiate a description of the legal and methodological foundations. The legal foundations of the developed pedagogical concept include regulations in the field of general education and education of persons with disabilities, the content of which reflects the need to improve and study certain aspects of the phenomenon under study.

The methodological basis of the pedagogical concept includes a description and description of research methods, interpretation of the leading ideas and principles that form the basis of its content.

3. The conceptual-categorical apparatus determines the language of its component theory and is designed to reflect the ontological side with extreme precision scientific knowledge in the area of ​​the key problem. In our study, as key concepts we highlight the following: a person with disabilities, inclusion, educational environment, educational space, inclusive educational space, sociocultural adaptation, sociocultural integration.

4. In this study, an inclusive educational space is understood as a dynamic system of mutual influences and interactions of subjects of socio-pedagogical reality, who are carriers of a certain cultural and subcultural experience, which have a spontaneous or purposeful influence on the formation, existence, and development of a person with disabilities as an individual; educational influences that ensure the optimal process of their inculturation.

5. The system-forming factor of the inclusive educational space is its integrity, productive interaction, and sociocultural integration.

Sociocultural integration is a process that optimizes the life activity of an individual in the unity of preservation and change, traditions and innovations, socialization and enculturation, interiorization and self-realization. In this process, the individual not only adapts to existing structures, but also creates new psychological, social and cultural phenomena that act as mediators between the individual and society, ultimately replenishing the innovative bank of culture and society.

6. The theoretical and methodological basis for studying the identified problem is a set of appropriate methodological approaches, since, firstly, they are intended to study qualitatively different objects in a certain aspect common to them (structural, functional, informational, etc.), and , secondly, they have the characteristics of specific scientific and philosophical knowledge, due to which they are the connecting link between special scientific fields and philosophy.

In this study, we have identified general scientific approaches as methodological approaches: systemic, synergetic, activity-based, informational, axiological, informational, activity-based.

Moreover, as methodological basis The work uses approaches at a specific scientific level of methodology: personality-oriented, differentiated, axiological, integrative, participative, cultural.

7. The core of the pedagogical concept includes the patterns and principles of the pedagogical phenomenon under study, which make it possible to explain its essence and ensure the possibility of theoretical and logical derivation of all provisions of the pedagogical concept.

The leading patterns on which the concept of an inclusive educational space is based are: interdisciplinary interaction, which determines the construction of an inclusive educational space of such sciences as: philosophy, cultural studies, sociology, computer science, pedagogy, psychology, medicine, etc.; the interdependence of the sociocultural integration of persons with disabilities and their education system and state policy; interdependence of the processes of adaptation, integration and rehabilitation of persons from the inclusive educational space; the relationship and interdependence of the result of sociocultural integration of persons with disabilities with their capabilities and conditions.

The identified patterns are the basis for formulating a system of principles for building an inclusive educational space. The concept of an inclusive educational space for people with disabilities is based on two groups of principles: organizational principles that justify the basic requirements for building a system based on different levels, and the principles defining the requirements for the content and process of education for persons with disabilities as a correctional education. The first group of principles includes: complexity, multi-levelness, equal opportunities, accessibility, diversity, openness, integrity, continuity, productive interaction, integration educational structures. The second group of principles includes: basic education, additional education, humanization, activity orientation; holistic, systemic and dynamic study of the child; unity of diagnosis and correction; self-worth of the individual; personal self-development;

professional and personal development of teachers; interaction of institutions and organizations with families.

8. The content and semantic content is reflected in the model of an inclusive educational space for children with disabilities. When modeling an inclusive educational space, we proceeded from the general trends in the development of education and society as a whole, which we identified theoretical foundations and formulated conceptual provisions.

In the conceptual model of the inclusive educational space that we have substantiated, the author’s approach to its construction is revealed, the content of education for persons with disabilities is presented, taking into account the structure of the defect and the level of mastery of program requirements (implementation of an individually differentiated approach), the corresponding programs for advanced training and retraining of specialists, described introduction of an experimental model of an inclusive educational space, taking into account a person-centered approach, principles and directions of work are revealed, conditions for implementing the model are described; models of educational, developing and socializing spaces are presented that contribute to the construction and enrichment of the content of an inclusive educational space for people with disabilities.

The specific content of the main elements of the model that make up the vertical structure of space is determined: external factors, internal factors, goals, conceptual frameworks, functions, levels of sociocultural integration, conditions, result, additional components and components characteristic of the space under study are included.

9. The successful implementation of the model of an inclusive educational space for the purpose of sociocultural integration of persons with disabilities will be ensured by specially created pedagogical conditions:

the need to develop an adaptive educational environment, organizing a system of psychological, medical and pedagogical support for a child with disabilities, changing organizational forms and methods of teaching children with disabilities, scientific and methodological support for school teachers, changing public attitudes towards persons with disabilities, developing programs self-improvement and self-development of persons with disabilities, targeted work with families raising a child with disabilities.

–  –  –

4.1. Characteristics of the level of sociocultural integration of children with disabilities A distinctive feature of an inclusive educational space is that the child is in a kind of activity field, harmonizing with the surrounding space and at the same time having a certain autonomy. Thus, the inclusive educational space, on the one hand, depends on the individual, and on the other hand, as a psychological and pedagogical phenomenon, it has invariant characteristics that depend on society.

In the process of implementing the model of an inclusive educational space, we identified the main ways to implement the idea of ​​sociocultural integration: carrying out comprehensive diagnostic measures for examining children with disabilities; work with parents aimed at preventing developmental disorders and sociocultural integration of the child; integration of children with disabilities into the surrounding society; implementation of differentiated multi-level education for children with disabilities, which included: the creation of experimental programs for the education and upbringing of children with complex developmental disorders; creation of a system of classes and lessons with an individually differentiated focus; implementation of educational and social work programs that ensure the sociocultural integration of children; work with the family, aimed at realizing its co-existential essence and its educational potential; organization of a system of training, advanced training and retraining of teachers of special, general education institutions and additional education institutions, aimed at orienting teachers towards the sociocultural integration of children with disabilities.

Following the logic of our research, we conducted an ascertaining experiment, the purpose of which was to identify the level of sociocultural integration of such children; analysis of the prerequisites for building an inclusive educational space for the purpose of sociocultural integration into society.

The ascertaining stage of the experimental work was organized in the period from 2008 to 2009. on the basis of special (correctional) general education institutions in the city of Ulan-Ude (GOU “Special (correctional) general education school” VIII type; GOU “Special (correctional) general education school” I-II types); School of Social Adaptation of Disabled Children No. 60;

Center for Children's and Youth Creativity, Republican Center for Psychological, Medical and Pedagogical Support.

264 children with disabilities took part in the ascertaining part of the study, of which 96 were children studying at NKOU (36.4% of total number surveyed), in a school for social adaptation and disabled children - 132 people (50% of the total number of surveyed), in a general education school - 36 people (13.6% of the total number of surveyed); 43 teachers; 160 parents; 226 people - representatives of society (69 working people, 47 pensioners, 78 students, 32 teachers of general education institutions).

Subjects of social and pedagogical reality (children, teachers, parents, working population, pensioners, students) took part in the study. In the course of our work, we identified the following areas of research:

1. Study of the capabilities and needs of education subjects:

Children with disabilities in special (correctional) educational institutions;

Teachers of special (correctional) educational institutions;

Parents with children with disabilities in physical and intellectual development.

2. Studying the attitude of society towards persons with disabilities.

During the ascertaining experiment, the following was carried out: the study of children with disabilities; identifying the competencies of parents, studying the features of the educational space in institutions, the level professional competence teachers and other workers.

The procedure for psychological and pedagogical examination of children included: analysis of the effectiveness of correctional, educational and educational processes; observation; expert assessment; determining the level of sociocultural integration of children with disabilities. The assessment criteria for sociocultural integration were psychological and pedagogical indicators. Let us present the evaluation criteria for the levels of sociocultural integration in Table 4.1.

Table 4.1 – Characteristics of assessment criteria for the levels of sociocultural integration of children with disabilities Assessment criteria for sociocultural integration of children with disabilities Levels of health capabilities They experience pronounced difficulties in sociocultural integration due to the low need for it and non-acceptance from society.

Not Low participate in any activities, have little knowledge of the life of the surrounding society, do not know its components. The child’s desire for socio-cultural integration is observed.

However, there are certain difficulties in socio-cultural integration due to existing negative stereotypes from society.

There is a certain participation in events, knowledge of the life of the surrounding society and its components in accordance with age. The child’s expressed desire for socio-cultural integration and the desire on the part of society to accept such a child are characteristic.

High Active participation in events and knowledge of the life of the surrounding society are noted. To highlight these criteria, we used the following 10 methods.

Methods 1-4 (determining the nature of interaction between teachers and students; determining the nature of relationships with society for children with disabilities; studying the psychological atmosphere in a team; determining the nature of relationships between children and parents) were aimed at studying the productivity of interaction between the studied contingent of children and their immediate social environment (parents, peer group, teachers).

Methods 5-6 (determining the value-oriented unity of subjects of the educational process; assessing the communicative activity of children with disabilities) involved the study of communicative activity, characteristics of behavior patterns, and the formation of moral and ethical qualities.

Methods 7-9 (assessment of the psychological adaptability of children with disabilities; assessment of their social adaptability; assessment of forms of maladjusted behavior) were used to study the psychological and social adaptability of the studied population of children.

Method 10 (assessment of the sociocultural integration of children with disabilities) involved a generalized analysis of the results of all the above methods.

Also, in order to study children with disabilities, we used methods of participant observation and expert assessment, analysis of documentation, anamnestic information, products of activity, questionnaires, interviews and surveys.

Initially, we identified the characteristics of the relationships between children with disabilities and their parents and loved ones (the “Ladder” method). The study showed that the frequency of communication among children from special schools is observed to a greater extent with brothers and sisters (25.9%), with mothers (20.7%), and with fathers (18.7%). For children from home-schooling schools:

with moms (47.3%), dads (22.4%), friends (14.6%). For children studying in a comprehensive school: with parents (58.2%), with friends (32.3%).

Friends (30.1%), mothers (18.3%), and grandparents (16.7%) value such children more. Children with disabilities feel comfortable communicating and collaborating with mothers (42.5%), friends (34.2%), fathers and other persons (14.1%).

In order to identify the nature of interaction between educational subjects in the team, a survey was conducted. The results of the survey are summarized in Table 4.2.

–  –  –

To the next question, “Where can you most fully express your personality (Where are you interested, where are you valued and understood)?” we received the following responses:

SKOU students primarily realize themselves in club classes (36.7%), in academic work and in the campaign of friends (31.4%);

Students of school No. 60 - in academic work (38.3%), in the family (27.5%), in the company of friends (21.7%);

students of general education institutions - in the company of friends in the family (23.7%), in academic work (16.1%).

The question “In what activities do school teachers participate on equal terms with students?” According to SKOU students, these are: cleaning, clubs, sections (62.1%); holidays, festivals (48.9%); sports competitions (40.6%); children from school No. 60: hiking (56.2%), cleaning (27.4%), holidays and festivals (46%); children of secondary schools are: cleaning (23.5%), hiking (12.3%), sports competitions (6.9%).

The question “Who can you be frank with?” SKOU students think as follows: with parents (36.3%), with school and classmates (32.9%), with school teachers (23.4%); students of school No. 60 - with school teachers (23.2%), with parents (48.6%), with school and classmates (24.3%); secondary school students - with parents (11.6%), with children from the company (7.3%); with a school teacher (7.9%).

“In what areas of life do school students have real rights?”

Replying to this question, SKOU students have real rights in the process of organizing leisure time (48.3%), in encouragement (16.7%), in organizing educational work (8.6%). Pupils of school No. 60 exercise their real rights in organizing leisure time (24.4%), nowhere (13.6%), in encouragement (15.5%), and secondary school students - in improving the educational process (10.3%) , do not know (12.7%), the organization of educational work (14.8%).

If a teacher unfairly offends a student, then children from SKOU usually turn to the class teacher (24.1%), but 120.2% will remain silent, and only 17.1% will try to prove that they are right. As for children from the school for social adaptation of disabled children, in this case 27.2% do not know how to behave, 13.8% will prove that they are right and 13.8% will remain silent. General education school students may respond to such situations with rudeness or insolence (15.4%), 18% will remain silent, and only 6.3% will calmly try to prove that they are right.

The first phrase given was “I want to go to school when...”. SKOU students answered as follows: always (54%), when praised (25%), when I wake up (18%); children from school No. 60 answered that they always (43.1%) when praised (32.1%); children from secondary schools noted that they always (26.5%), when they wake up (5.3%), at the end of the holidays (4.1%).

The second had the opposite character compared to the first phrase: “I don’t want to go to school when...”. SKOU students answered: when I haven’t learned my lessons (29.1%), when they scold (28%), when there are few children (17.8%); children of the school for social adaptation of disabled children answered: when they scold (31.5%), did not learn lessons (21.2%), on weekends (3.4%); children from a comprehensive school - when they scold (37.1%), when they have not learned their lessons (23.5%).

“The relationship between students and teachers in our school can be called...” is considered good by 467% of students at SKOU, 89% in school No. 60, and only 14.3% of students in a general education school.

In addition, another question was asked: “What systems of relationships at school need to be improved?” To this question, SKOU students answered as follows: it is worth improving such relationships as parents-students (12.5%), teachers-parents (14.2%), student-students (7.4%); children of the school consider the social adaptation of children with disabilities: student - students (23.9%), parents - students (15.2%), teachers - parents (12.1%); and secondary school students believe: teachers - parents (6.7%), teacher - student (69.7%), parents - students (3.9%).

Students of school No. 60 in such situations usually turn to family (41.3%), friends (23.4%), and teacher (26.9%). The answer from secondary school students is interesting. In such cases, they appeal to their family much more often (65.2%), to friends (13.2%), and to the teacher (43.2%).

The next diagnostic stage at the ascertaining stage of the study was aimed at identifying the characteristics of the interaction of children with disabilities with society. For this purpose, we used a questionnaire. Below is an analysis of the responses of children with developmental disabilities to the questions.

53,20% 50% 60,00% 45% 50,00% 40,00% 28,90% 27% 21,50% 30,00% 20,00% 10,00%

–  –  –

Question: “Do you have difficulty communicating with other people?”

Children studying at SKOU responded that they have problems communicating with strangers(26.9%), with teachers (23.1%), with parents and educators (7.69%). They have no problems communicating with parents (76.92%), educators (73.1%), and teachers (61.5%).

Question “What attitude do you most often feel towards yourself from others?” (you had to choose one of the answer options: yes, no, I don’t know).

Children from the school for social adaptation of disabled children: spend time with strangers (78%), with parents (26%); with teachers, friends (23%). There are no problems communicating with teachers, friends (77%), with parents (74%), with strangers (22%);

General education school students indicated problems with friends (41.2%), with strangers (37%), and with parents (21%). They noted the absence of problems with teachers (90%) and parents (78.3%).

Another interesting question was asked: “Do you often quarrel (enter into conflict)?” Children from SKOU quarrel with strangers (23.1%), with educators (11.5%), with teachers (23.1%), but do not enter into conflict relationships with parents and friends (84.6%), with educators (76.9%), with teachers (73%). Students of school No. 60 quarrel with parents (24.4%), with teachers (15.1%), with teachers and friends (11.1%). They try not to conflict with strangers (94.4%), with teachers and friends (88.9%), and with educators (84.9%). As for children from secondary schools, they quarrel with teachers (18.9%), with strangers and teachers (17.5%), with parents (13.3%). There was no conflict with friends (87.4%), with parents (86.7%), with teachers and strangers (82.5%).

Question “Would you like to study with healthy students?” SCOU students expressed a desire to study in the same school with healthy children (23.1%); 76.9% do not want to study in the same class, 57.7% in the same school, 23.1% of students found it difficult to answer this question. Children from school No. 60 want to study in the same school, but in different classes with healthy children (63.7%) in the same class (28.1%). (36.3%) of children in the same class (71.9%) expressed their reluctance to study in the same school with healthy children. General education school students expressed a desire to study in the same school (25%) and in the same class (22.5%) with typically developing students. The negative answers we received were as follows: they do not want to study together with healthy children in the same school (75%) and in the same class (72.5%).

The question “What worries you most?” The answers of secondary school students are as follows: they think about their future life (47%), about their future work (52.3%). 38% of children do not think about their future life, 34.1% of children do not think about their future work. 15.7% of children see no reason to worry about their future work, and 13.3% of children about their future life.

Students at school No. 60 expressed concern about their future life and work (36%). 53% of children surveyed try not to think about it. They do not feel worried about their future life (14.8%), about their future work (9.7%).

SKOU school students demonstrated a high level of anxiety:

they are worried about their future life (83.1%), their future job (76.9%). Only a small percentage of students do not feel worried about their future work (23.1%), about their future life (16.9%). There were no “I don’t know” answers.

The next step of the study was to study the characteristics of the psychological atmosphere in the team in an educational institution. In the process of studying it in the educational institutions under study, we noted the state of the psychological atmosphere in a special (correctional) general education institution. For example, children from a special school of the VIII type, when assessing polar qualities, most highly noted: satisfaction (8.2%), passion (7.9%), warmth of relationships (8.5%), cooperation and mutual support (7.6% ).

Students of the school for social adaptation of children with disabilities identified such predominant qualities as friendliness (9.4%), agreement (7.8%), cooperation (8.4%), effectiveness (5.8%), entertaining (7.1 %).

According to children from a comprehensive school, the state of the psychological atmosphere in the team can be characterized as passion (9.3%), satisfaction (7.5%), cooperation (7.4%), entertainment (7.3%), effectiveness ( 6.9%).

To understand the essence of the problem, it was important for us to determine the characteristics of the value-oriented unity of the subjects of the educational process. The definition of value-oriented unity of subjects of the educational process is of the following nature.

The most important qualities for joint performance of work among children with disabilities studying at SKOU are the following qualities: discipline (88%); hard work (72%); responsiveness (58%);

attentiveness (45%), fairness (34%).

For children from the school for social adaptation of disabled children, these qualities are: hard work (41.4%); mindfulness (33%); discipline (31.8%); ability to work with a book (26%); responsibility (24%).

The following qualities were identified among secondary school students: hard work (78%), discipline (64.3%), fairness (47.4%).

Characteristics of teachers’ expert assessment of social adaptation of children with disabilities. The data from the ascertaining experiment made it possible to identify three main groups of children depending on the level of their social adaptation (high, medium, low).

Children with disabilities who have high level social adaptation: disciplined, diligent, hardworking, participate with interest in household and group affairs, often consult with parents, try to be independent, active, and proactive in completing tasks. The first group is characterized by the ability to correctly set a goal, the desire to do without outside help, awareness of social significance and responsibility, the presence own opinion. In relation to creative activity and its results, they have the ability to clearly plan and control their work, to bring the work they start to completion, overcoming difficulties and inconveniences. These children have an inherent need for self-education; awareness of your shortcomings and work to overcome them.

In the group of children with disabilities with an average level of social adaptation, these qualities are less stable.

Representatives of the second group do not always know how to correctly set a goal and are not aware of the means to achieve it; the desire to do without outside help is partially not realized; such children cope with the assigned creative work with the help of tasks by analogy, bring into it only individual elements of creativity, but almost nothing on their own. trying to find a solution. Their hard work manifests itself out of necessity; they often participate in events only because others participate in them. They do not study to the full extent of their abilities, sometimes they violate discipline and try to evade their responsibilities at home. They require systematic supervision from teachers and parents. They do little self-education.

Self-control and a sense of responsibility are poorly developed. They can give up the assigned task at the first difficulty, the pace of their work is slow, they constantly need a hint, detailed instructions, and care. These children often violate discipline and study without much desire.

The third group included children with disabilities with a low level of social adaptation, where the basic skills necessary for independent creative activity are insufficiently manifested or absent. Most often, they need effort to achieve their goal.

Independence and initiative in their work are rarely observed. Basically, these are passive performers of specific orders and tasks that do not require much effort and independence.

Let us present the distribution of groups of children with disabilities by level of social adaptation in Table 4.3.

–  –  –

Preparing children with disabilities for life activities takes place in certain sociocultural conditions. In this regard, the familiarization of an individual with culture, its values ​​and norms, which ensures that a person fulfills social roles, becomes of great importance. Therefore, in the educational environment of the school, much attention is paid to the additional education of children.

Let us present the percentage of visits to clubs and sections of children with disabilities in various educational institutions in diagram 4.2.

53,00% 60,00% 42% 50,00% 40,00% 30,00% 12,80% 20,00% 10,00%

–  –  –

Figure 4.2 – Additional education of children with disabilities We see initially low rates of involvement in the system of additional education of children with disabilities studying in the secondary educational institution (12.8%) and the school for social adaptation of children with disabilities (42%), while in coverage of such children in the conditions of a comprehensive school additional education is 53%.

These indicators characterized the focus of the educational process to a greater extent on educational activities. At this stage, productive interaction between students and teachers was formed at a low level; classes in various circles and sections were not welcomed either within the institution itself, much less outside them. Institutions were characterized by closedness, lack of understanding of the importance of establishing productive interaction with institutions and organizations, and fear of society.

–  –  –

To identify differences between groups of students from SKOU, a school for social adaptation of children with disabilities and a general education school in terms of the level of their sociocultural adaptation and sociocultural integration, the homogeneity criterion 2 was used, which was calculated using the formula

–  –  –

As a result statistical analysis We have identified statistically significant differences between students of different educational institutions in terms of a high level of sociocultural integration: there are more students in a social adaptation school with a high level of sociocultural integration than in a special (correctional) educational institution (p 0.01).

Statistically significant differences were found between students of the school for social adaptation of children with disabilities and a general education school in terms of the level of sociocultural adaptation and sociocultural integration.

Students at SKOU and schools for social adaptation of disabled children differ from each other at all levels of their sociocultural integration. A difference was found in the indicator of sociocultural integration” (p 0.01).

Significant differences between students from the secondary school and the secondary school can be traced at all low and medium levels: the indicator of sociocultural integration is higher among students of the secondary school than among children from the secondary school (at the low level (p 0.01).

So, the level of sociocultural integration of children with disabilities depends on external and internal factors. Internal factors include the structure of primary and systemic developmental deviations, the degree of their manifestation; to external factors - socialization, level of sociocultural integration.

The majority of children studying at SKOU have a low level of sociocultural integration. It is due to the specifics of the sociocultural environment of a special (correctional) educational institution, characterized by limited social contacts of students with outside world. In the school of social adaptation of disabled children, the socio-educational and cultural space developed by the school teachers ensures the presence of a significant number of students with an average level of sociocultural integration, although more than a quarter of children experience difficulties with sociocultural integration. They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for sociocultural integration and lack of acceptance from society. As for students in general education institutions, the number of students with a high level of sociocultural integration obviously dominates. Of course, this circumstance is an indicator of the effectiveness of education for children with disabilities in a public school setting.

The level of sociocultural integration of children with disabilities depends on external and internal factors. Internal factors include the structure of primary and systemic deviations in development, the degree of their manifestation, and external factors include socialization, the level of sociocultural integration.

They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for sociocultural integration and lack of acceptance from society.

So, the analysis of the data from the ascertaining experiment showed that in the characteristics of the contingent of children with disabilities, both general and specific features are observed and identified.

The level of sociocultural integration of children with disabilities depends on external and internal factors. Internal factors include the structure of primary and systemic deviations in development, the degree of their manifestation, and external factors include socialization, the level of sociocultural integration.

Children studying in SKOU and the school for social adaptation of disabled children experience pronounced difficulties in sociocultural integration.

They are not sufficiently adapted and integrated into the surrounding society due to their own low need for sociocultural integration and non-acceptance from society.

A study of the teachers of the NCOU showed insufficient activity of teachers who, due to a number of circumstances: insufficient education (only 13% of specialists have a higher defectology education), qualifications (the highest category was assigned to 24% of specialists, the first category - 37%), material problems (they work in correctional institutions mostly teachers with extensive work experience - 45%, many specialists of retirement age - 21%, young specialists rarely stay in schools due to low salaries and heavy workloads), the system of productive interaction at different levels is not functioning sufficiently. All these indicators complicate the sociocultural integration of children with disabilities.

A study of families of children with disabilities demonstrated in a number of cases a low level of educational potential and isolation from the surrounding society (46.7%).

The attitude of society towards persons with disabilities shows us in most cases indifference (53-82%), sometimes complete rejection and aggression (20-43%); in rare cases - empathy, interest, support (2-6%) in different age and social groups.

Out of 56 teachers of general education institutions and additional education institutions (89%) believe that children with disabilities need medical care and assistance public services, special organizations, completely excluding the possibility of their own participation in the process of education of this category of persons. They see the reasons for their own indifference in the fact that they are not familiar with the specifics of working with such children; have not encountered them, although sometimes in educational institutions such children occur (95%).

13.00.02 – theory and methodology of training and education ( foreign language) Dissertation for the degree of Candidate of Pedagogical Sciences Scientific...”

“LISITSYN Viktor Vladimirovich TECHNICAL AND TACTICAL TRAINING OF HIGHLY QUALIFIED WOMEN BOXERS 13.00.04 – Theory and methods of physical education, sports training, recreational and adaptive physical culture Dissertation for the degree of candidate of pedagogical sciences Scientific director Doctor of Pedagogical Sciences, Professor..."

“ZAKHAROV ANDREY VIKTOROVICH INDIVIDUAL TECHNICAL AND TACTICAL TRAINING OF JUNIOR WRESTLERS BASED ON RESULTING COMPETITIVE COMBINATIONS 13.00.04 – theory and methodology of physical education, sports training, health-improving and adaptive physical culture DISSERTATION for the academic degree of candidate teacher scientific sciences..."

“Zaitseva Anastasia Fedorovna specifics of the implementation of the aesthetic function of advertising communications 09.00.04 - aesthetics dissertation for the degree of candidate of philosophical sciences Scientific adviser: Doctor of Philosophy, Professor - Shibaeva M. M. Moscow 2015 Tables Introduction .. Chapter I. Dynamic aspects of the development of aesthetic ..."

“ROGULEVA LYUDMILA GENNADIEVNA THE INFLUENCE OF TRANSCRANIAL ELECTROSTIMULATION ON THE FUNCTIONAL STATE OF ATHLETES INVOLVED IN WRESTLING AND STRONG SPORTS 03.03.01 physiology Dissertation for the scientific degree of Candidate of Medical Sciences Scientific advisor: Doctor of Biological Sciences, Professor Yu. V. Koryagina Tomsk – 2015 CONTENTS 1. GENERAL CHARACTERISTICS OF WORK 2...”

“SEREDIN Timofey Mikhailovich STARTING MATERIAL OF WINTER GARLIC (Allium sativum L.) FOR BREEDING FOR A COMPLEX OF ECONOMICALLY VALUABLE TRAITS AND A STABLE LOW LEVEL OF ACCUMULATION OF ECOTOXICANTS Specialties: 01/06/05 – selection and seed production of agricultural plants; 01/06/09 – vegetable growing DISSERTATION for the academic degree of Candidate of Agricultural Sciences Scientific...”

“UDC 581.1: 633.854.78: 633.854.54 SOROKA ANATOLY IVANOVICH DEVELOPMENT OF BIOTECHNOLOGICAL FOUNDATIONS FOR CREATION OF BREEDING-VALUABLE MATERIAL OF OILSEED CROPS 03.00.20 – biotechnology Dissertation for the degree of doctor Agricultural Sciences Scientific consultant: Lyakh Viktor Alekseevich, Doctor of Biological Sciences, Professor Zaporozhye – 201 CONTENTS page LIST OF CONVENTIONS INTRODUCTION SECTION 1...”

“MAKHMUTOVA REGINA RINATOVNA METHOD OF REGULATING SITUATIONAL ANXIETY OF HIGHLY QUALIFIED SWIMMERS WITH MUSCULOCAL SYSTEM DAMAGE IN THE PREPARATORY PART OF THE TRAINING LESSON 13.00.04 – theory and methodology of physical education, sports...”

“GLUSHCHENKO Tatyana Sergeevna NATIONAL-SPECIFIC COMPONENTS OF KINESIC COMMUNICATION OF THE CHINESE LINGUOCULTURAL COMMUNITY IN THE LIGHT OF THE THEORY OF GAPS ON THE BACKGROUND OF ANGLO-AMERICAN AND RUSSIAN GESTURES Specialty 02.10.19 – theory of language DISSERTATION for the competition of a scientist degree of Candidate of Philological Sciences Scientific supervisor: Doctor of Philological Sciences, Professor Yu. A. Sorokin Blagoveshchensk - 2006 CONTENTS INTRODUCTION CHAPTER..."

“SUROV VLADIMIR VIKTOROVICH PRODUCTIVITY OF CROPS IN THE FIELD CROPE ROTATION UNIT WHEN USING FERTILIZERS AND MICROBIOLOGICAL PREPARATIONS IN THE CONDITIONS OF THE NORTHWEST NZ RF Specialty 06.01.04 – agrochemistry DISSERTATION for the academic degree of candidate of agricultural sciences scientific Head – Candidate of Agricultural Sciences, Associate Professor Chukhina O.V. Moscow CONTENTS Introduction... Chapter 1..."

“AL BATTAUY GHAZWAN AZIZ MUHSEN NATIONAL FEATURES OF THE FORMATION AND DEVELOPMENT OF THE SYSTEM OF PHYSICAL EDUCATION IN IRAQ 13.00.04 – theory and methodology of physical education, sports training, health-improving and adaptive physical culture Dissertation for the degree of candidate of pedagogical sciences...”

“Akhmetzyanova Alfiya Timerzyanovna FORMATION OF SOCIO-CULTURAL COMPETENCIES OF FUTURE TEACHERS IN EXTRA-CURRICULAR ACTIVITIES OF THE UNIVERSITY 13.00.08 – theory and methodology vocational education(pedagogical sciences) Dissertation for the degree of candidate of pedagogical sciences Scientific supervisor: Doctor of Pedagogical Sciences, Professor...”

“Pervakova Elena Evgenievna Development of social and labor relations in connection with the corporate culture of the organization in the conditions of an innovative economy Specialty 08.00.05 economics and management national economy(labor economics) Dissertation for an academic degree..."

“MANKO LYUDMILA GENNADIEVNA DEVELOPMENT OF FLEXIBILITY IN GYMNASTS 10-12 YEARS OLD BASED ON CONNECTED PHYSICAL AND TECHNICAL TRAINING 13.00.04 – Theory and methods of physical education, sports training, health-improving and adaptive physical culture DISSERTATION for the academic degree of candidate of pedagogical sciences Scientific advisor: doctor pedagogical sciences..."

“BAZHENOVA Ekaterina Yuryevna DISCOURSE STRATEGIES FOR PRESENTING INFORMATION IN NEWS TEXTS OF THE BRITISH MEDIA (based on high-quality Internet newspapers) Specialty 10.02.04 – German languages ​​Dissertation for the academic degree of Candidate of Philological Sciences Supervisor: Candidate of Philological Sciences, Associate Professor E.O. Mendzheritskaya Blagoveshchensk – 2015...”

LEVEL OF ACCUMULATION OF ECOTOXICANTS Specialties: 01/06/05 – selection and seed production of agricultural plants; 01/06/09 – vegetable growing DISSERTATION for the academic degree of Candidate of Agricultural Sciences Scientific...”

“Eryshov Dmitry Vladimirovich SOCIO-CULTURAL DETERMINANTS OF NORMATIVE CONSCIOUSNESS AND ACTIVITY OF A SOCIAL SUBJECT 09.00.11 – Social philosophy Dissertation for the scientific degree of Candidate of Philosophical Sciences Scientific advisor: Professor, Doctor of Philosophy, Pokhilko Alexander Dmitrievich Armavir – 2015 OGLA INTRODUCTION Chapter 1...”

“Zaitseva Svetlana Petrovna SOCIO-CULTURAL CONDITIONS FOR FORMING THE LEGAL CULTURE OF STUDENTS BY MEANS OF GAME TECHNOLOGIES 13.00.05 – THEORY, METHODS AND ORGANIZATION OF SOCIO-CULTURAL ACTIVITIES DISSER TATION for the academic degree of Candidate of Pedagogical Sciences Scientific supervisor: candidate...”

2016 www.site - “Free digital library- Abstracts, dissertations, conferences"

The materials on this site are posted for informational purposes only, all rights belong to their authors.
If you do not agree that your material is posted on this site, please write to us, we will remove it within 1-2 business days.

1

In modern Russian pedagogy, the ideas of creating a favorable, nature-conforming environment for the development of each child are reflected in the study of the possibilities of improving the traditional system of education and upbringing of children with developmental disabilities, as well as in the design of a special educational space for a child with disabilities . This circumstance necessitates the search for innovative ways to organize education, which, first of all, should be aimed at the sociocultural integration of children with disabilities. One of the ways to solve this problem is to model an inclusive educational space with the aim of their successful sociocultural integration. The article analyzes the main results of the ascertaining stage of empirical research within the framework of designing an inclusive educational space, which revealed some patterns of educational outcomes for children with disabilities and their dependence on the essence and content of the social and educational environment of the institution, and society’s attitude towards such persons and the level of interaction between institutions of various departments in solving this problem.

sociocultural integration

sociocultural adaptation

inclusive educational space

children with disabilities

1. Afasizhev T. N. Humanization of education / T. I. Afasizhev, A. K. Tkhakushinov // Sociological studies. – 1995. – No. 5. – P. 110-112.

2. Inclusive learning - integration - rehabilitation: materials of the international. scientific-practical conf. / ed. I. V. Pervovoy. – St. Petersburg, 2001. – 83 p.

3. Ilyina Yu. A. Study of relationships with peers in preschool children with moderate mental retardation in an integrative environment / Yu. A. Ilyina // Defectology. – 2007. – No. 4. – P. 18-26.

4. Kumarina G. F. Pedagogical diagnosis of the preconditions for adaptation disorders in children at the stage of starting school / G. F. Kumarina // Correctional and developmental education. – 2009. – No. 2. – P. 19-36.

5. Tsyrenov V. Ts. Social and pedagogical adaptation of children with disabilities in educational activities: the example of a home-schooling school: dis. ...cand. ped. Sciences / V. Ts. Tsyrenov. – Ulan-Ude, 2006.

A distinctive feature of an inclusive educational space is that the child is in some kind of activity field, harmonizing with the surrounding space and at the same time having a certain autonomy. Thus, the inclusive educational space, on the one hand, depends on the individual, and on the other, as a psychological and pedagogical phenomenon, it has invariant characteristics that depend on society.

Following the logic of our research, we conducted an ascertaining experiment, the purpose of which was to identify the level of socio-cultural integration of such children, to analyze the prerequisites for building an inclusive educational space with the aim of their socio-cultural integration.

The ascertaining stage of the experimental work was organized in the period from 2010 to 2011. on the basis of special (correctional) general education institutions; School of Social Adaptation of Disabled Children No. 60; distance learning center; Center for Children's and Youth Creativity, Republican Center for Psychological, Medical and Pedagogical Support.

The ascertaining part of the study involved 264 children with disabilities, of which 96 people (36.4% of the total number of students surveyed) studied at the school of social adaptation and disabled children - 132 people (50% of the total number of students studied). total number of subjects), in a secondary school - 36 people (13.6% of the total number of subjects); 43 teachers; 160 parents; 226 people are representatives of society (69 working people, 47 pensioners, 78 students, 32 teachers of general education institutions).

In the course of our work, we identified areas of research.

1. Study of the capabilities and needs of education subjects.

2. Studying the attitude of society towards persons with disabilities.

The procedure for psychological and pedagogical examination of children included: analysis of the effectiveness of correctional educational and educational processes; observation; expert assessment; determining the level of sociocultural integration of children with disabilities. The evaluation criteria for sociocultural integration were psychological and pedagogical indicators that we developed at the stage of theoretical research of the problem.

To highlight these criteria, we formed a battery of research methods, including 10 techniques.

Initially, we identified the characteristics of the relationships between children with disabilities and their parents and loved ones (the “Ladder” method). The study showed that the frequency of communication among children from special schools is observed to a greater extent with brothers and sisters (25.9%), with mothers (20.7%), and with fathers (18.7%). For children from home-schooling schools: with mothers (47.3%), fathers (22.4%), friends (14.6%). For children studying in a comprehensive school: with parents (58.2%), with friends (32.3%).

Such children are valued more by friends (30.1%), mothers (18.3%), and grandparents (16.7%). Children with disabilities feel comfortable communicating and collaborating with mothers (42.5%), friends (34.2%), fathers and other persons (14.1%).

In order to identify the nature of interaction between educational subjects in the team, a survey was conducted. The results of the survey are summarized in Table 1.

Table 1

Preferences of students in interaction with subjects of education

	Teachers	Parents	Other persons
Which adults should be invited on a camping trip?
Who serves as an example for you?
School of social adaptation of disabled children
Comprehensive school

To the next question, “Where can you most fully express your personality (Where are you interested, where are you valued and understood)?” we received the following responses:

SKOU students primarily realize themselves in club classes (36.7%), in academic work and in the company of friends (31.4%);

Students of school No. 60 - in academic work (38.3%), in the family (27.5%), in the company of friends (21.7%);

Students of general education institutions - in the company of friends (29.2%), in the family (23.7%), in academic work (16.1%).

Question: “In what activities do school teachers participate on equal terms with students?” According to SKOU students, these are: cleaning, clubs, sections (62.1%); holidays, festivals (48.9%); sports competitions (40.6%); children from school No. 60: hiking (56.2%), cleaning (27.4%), holidays and festivals (46%); children of secondary schools, these are: cleaning (23.5%), hiking (12.3%), sports competitions (6.9%).

The question “Who can you be frank with?” SCOU students think in the following way: with their parents (36.3%), with their school and classmates (32.9%), with school teachers (23.4%); students of school No. 60 - with school teachers (23.2%), with parents (48.6%), with school and classmates (24.3%); secondary school students - with parents (11.6%), with children from the company (7.3%); with a school teacher (7.9%).

“In what areas of life do school students have real rights?” Answering this question, SKOU students have real rights in the process of organizing leisure time (48.3%), in encouragement (16.7%), in organizing educational work (8.6%). Pupils of school No. 60 exercise their real rights in organizing leisure time (24.4%), nowhere (13.6%), in encouragement (15.5%), and secondary school students - in improving the educational process (10.3%) , do not know (12.7%), the organization of educational work (14.8%).

If a teacher unfairly offends a student, then children from SKOU usually turn to the class teacher (24.1%), but 120.2% will remain silent, and only 17.1% will try to prove that they are right. As for children from the school for social adaptation of disabled children, in this case 27.2% do not know how to behave, 13.8% will prove that they are right and 13.8% will remain silent. In such situations, secondary school students may respond with rudeness or insolence (15.4%), 18% will remain silent, and only 6.3% will calmly try to prove that they are right.

“The relationship between students and teachers in our school can be called...” good, according to 467% of students in the North-Eastern Educational Institution, 89% in school No. 60, and only 14.3% of students in a general education school.

Next, we found out who school students can turn to in difficult times. Children from SKOU - to the teacher (43%), to the educator (61%), to the family (16.7%). Students of school No. 60 in such situations usually turn to family (41.3%), friends (23.4%), and teacher (26.9%). The answer from secondary school students is interesting. In such cases, they appeal to their family much more often (65.2%), to friends (13.2%), and to the teacher (43.2%).

The next diagnostic stage at the ascertaining stage of the study was aimed at identifying the characteristics of the interaction of children with disabilities with society. For this purpose, we used a questionnaire. Below is an analysis of the responses of children with developmental disabilities to the questions.

Question: “What attitude do you most often feel towards yourself from those around you?” (you had to choose one of the answer options: yes, no, I don’t know).

53.2% of students in NKOU, 50% of students in general education institutions and 45% of disabled children studying at home-schooling schools feel indifferent towards themselves. These data confirm the truth of the system of relations existing in society towards such citizens as a whole.

Question: “Do you have difficulty communicating with other people?”

Children studying at SKOU answered that they have problems communicating with strangers (26.9%), with teachers (23.1%), with parents and educators (7.69%). They have no problems communicating with parents (76.92%), educators (73.1%), and teachers (61.5%).

Children from the school for social adaptation of disabled children: spend time with strangers (78%), with parents (26%); with teachers, friends (23%). There are no problems communicating with teachers, friends (77%), with parents (74%), with strangers (22%).

General education school students indicated problems with friends (41.2%), with strangers (37%), and with parents (21%). They noted the absence of problems with teachers (90%) and parents (78.3%).

Question: “Would you like to study with healthy students?” SCOU students expressed a desire to study in the same school with healthy children (23.1%); do not want to study in the same class - 76.9%, in the same school - 57.7%, 23.1% of students found it difficult to answer this question. Children from school No. 60 want to study in the same school, but in different classes with healthy children (63.7%), in the same class (28.1%). (36.3%) of children in the same class (71.9%) expressed their reluctance to study in the same school with healthy children. General education school students expressed a desire to study in the same school (25%) and in the same class (22.5%) with typically developing students. The negative responses we received were: they do not want to study with healthy children in the same school (75%) and in the same class (72.5%).

Question: “What worries you most?” SKOU students demonstrated a high level of anxiety: they are worried about their future life (83.1%), their future work (76.9%). Only a small percentage of students do not feel worried about their future work (23.1%), about their future life (16.9%). There were no “I don’t know” answers.

The next step of the study was to study the characteristics of the psychological atmosphere in the team in an educational institution. In the process of studying it in the educational institutions under study, we noted the state of the psychological atmosphere in a special (correctional) general education institution. For example, children from a special school of the VIII type, when assessing polar qualities, most highly noted: satisfaction (8.2%), passion (7.9%), warmth of relationships (8.5%), cooperation and mutual support ( 7.6%).

Students at the school for social adaptation of children with disabilities identified such predominant qualities as friendliness (9.4%), agreement (7.8%), cooperation (8.4%), effectiveness (5.8%), and entertainment (7.1%). %).

According to children from a comprehensive school, the state of the psychological atmosphere in the team can be characterized as enthusiasm (9.3%), satisfaction (7.5%), cooperation (7.4%), entertaining (7.3%), efficiency (6.9%).

To understand the essence of the problem, it was important for us to determine the characteristics of the value-oriented unity of the subjects of the educational process. The definition of value-oriented unity of subjects of the educational process is of the following nature.

Characteristics of teachers’ expert assessment of social adaptation of children with disabilities. The data from the ascertaining experiment made it possible to identify three main groups of children depending on the level of their social adaptation (high, average, low).

Let us present the distribution of groups of children with disabilities by level of social adaptation in Table 2.

table 2

Levels of social adaptation of children with disabilities

		School No. 60 (%)

Preparation of children with disabilities for life takes place in certain sociocultural conditions. In this regard, the familiarization of an individual with culture, its values ​​and norms, which ensures that a person fulfills social roles, becomes of great importance. Therefore, in the educational environment of the school, much attention is paid to the additional education of children.

Let's imagine the percentage of visits to clubs and sections of children with disabilities in various educational institutions. We see initially low rates of involvement in the system of additional education of children with disabilities studying in the secondary educational institution (12.8%) and the school for social adaptation of children with disabilities (42%), while in a general education school the coverage of such children with additional education is 53%.

These indicators characterized the focus of the educational process to a greater extent on educational activities. At this stage, productive interaction between students and teachers was formed at a low level; classes in various circles and sections were not welcomed either in the institution itself, much less outside them. Institutions were characterized by closedness, lack of understanding of the importance of establishing productive interaction with institutions and organizations, and fear of society.

Characteristics of sociocultural adaptation and sociocultural integration of children with disabilities.

A generalized analysis of the study of sociocultural adaptation and sociocultural integration of children with disabilities made it possible to present its general characteristics (see Table 3).

Table 3

Characteristics of the initial level of sociocultural integration of children with disabilities

		School No. 60

To identify differences between groups of students from SKOU, a school for social adaptation of children with disabilities and a general education school in terms of the level of their sociocultural adaptation and sociocultural integration, the homogeneity criterion c2 was used, which was calculated using the formula

where is the volume of each of the levels of the EG, is the volume of each of the levels of the CG.

Table 4

Comparative characteristics of the levels of sociocultural integration of children with disabilitiesCriterion of homogeneity c2

Confidence (p)

So, the level of sociocultural integration of children with disabilities depends on external and internal factors. Internal factors include the structure of primary and systemic deviations in development, the degree of their manifestation; to external factors - socialization, level of sociocultural integration.

The majority of children studying at SKOU have a low level of sociocultural integration. It is due to the specifics of the sociocultural environment of a special (correctional) educational institution, characterized by limited social contacts of students with the outside world. In the school of social adaptation of disabled children, the socio-educational and cultural space developed by the school teachers ensures the presence of a significant number of students with an average level of sociocultural integration, although more than a quarter of children experience difficulties with sociocultural integration. They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for sociocultural integration and non-acceptance from society. As for students in general education institutions, the number of students with a high level of sociocultural integration obviously dominates. Of course, this circumstance is an indicator of the effectiveness of education for children with disabilities in a public school setting.

So, the analysis of the data from the ascertaining experiment showed that in the characteristics of the contingent of children with disabilities, both general and specific features are observed and identified.

The level of sociocultural integration of children with disabilities depends on external and internal factors. Internal factors include the structure of primary and systemic deviations in development, the degree of their manifestation, and external factors include socialization, the level of sociocultural integration.

Children studying at SKOU and the school for social adaptation of disabled children experience pronounced difficulties in sociocultural integration. They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for sociocultural integration and non-acceptance from society.

A study of families of children with disabilities demonstrated in a number of cases a low level of educational potential and isolation from the surrounding society (46.7%).

The attitude of society towards persons with disabilities shows us in most cases indifference (53-82%), sometimes complete rejection and aggression (20-43%); in rare cases - empathy, interest, support (2-6%) in different age and social groups.

Of the 56 teachers of general education institutions and institutions of additional education (89%) believe that children with disabilities need medical care, assistance from government services, special organizations, completely excluding the possibility of their own participation in the education process of this category of persons. They see the reasons for their own indifference in the fact that they are not familiar with the specifics of working with such children; have not encountered them, although such children sometimes occur in general education institutions (95%).

So, the results of the ascertaining experiment demonstrated that educational institutions teaching children of this group and the surrounding society do not sufficiently interact with each other, although they function at the same time and educational space. The modern system of special education is not able to fully provide opportunities and create optimal conditions for the full socio-cultural integration of children with disabilities into society and public life.

Reviewers:

Dugarova T. Ts., Doctor of Psychology. Sciences, Associate Professor, Head. Department of Developmental and Pedagogical Psychology, Buryat State University, Ulan-Ude.

Vaganova V.I., Doctor of Education Sciences, Professor, Vice-Rector of the Republican Institute of Personnel Management and Education, Ulan-Ude.

Bibliographic link

Tsyrenov V.Ts. CHARACTERISTICS OF THE LEVEL OF SOCIO-CULTURAL INTEGRATION OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES // Modern problems of science and education. – 2013. – No. 2.;
URL: http://science-education.ru/ru/article/view?id=8975 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

ID: 2015-12-1151-R-5715

Dolmatova E.S., Nazarkina A.S., Sheludko O.S.

GBOU VPO Saratov State Medical University named after. IN AND. Razumovsky Ministry of Health of the Russian Federation, Department of Philosophy, humanities and psychology

Summary

The review presents data on the problem of socialization of children with disabilities. The personality traits of children that influence their social development are reflected.

Keywords

Socialization, children, disabilities

Review

The socialization of children with disabilities (HH) currently remains one of the priority areas of special pedagogy and psychology. The urgency of the problem is increasing due to the increase in the number of such children. The number of children with developmental disorders and disabilities in Russia has increased by 9.2% over the past five years. According to data from the Ministry of Health of the Saratov Region as of 01/01/2015. The number of children with disabilities is 6,374 children.

The term “children with disabilities” (CHD) in the scientific literature refers to those children who have any limitations in everyday life, directly related to physical, mental or other defects.

The following categories of children with disabilities can be distinguished:

1. children with visual impairments;

2. children with hearing impairments;

3. children with disorders of the emotional-volitional sphere;

4. children with mental retardation (MDD);

5. children with speech disorders;

6. children with musculoskeletal disorders;

7. children with intellectual disabilities (mentally retarded children);

8. children with multiple disorders (combination of 2 or 3 disorders).

Due to a number of objective and subjective reasons, it is initially much more difficult for a child with disabilities to become a subject of socialization.

The process of socialization is carried out throughout a person’s life in activity, communication and self-awareness and represents the totality of all social processes, thanks to which the individual assimilates and reproduces a system of knowledge, norms and values ​​that allow him to function as a full member of society, mastering social roles and cultural norms.

Since the 90s of the 20th century, the socialization of children with disabilities began to be considered as an independent problem in research.

Research by I.P. Pomeshchikova, V.A. Friends, A.I. Klimenko showed that the mental and physiological characteristics of children with developmental disabilities can lead to a decrease in the ability to adapt, thus complicating the possibilities of socialization and life in society. . The personal development of an individual initially does not correspond to the standards established in society. For these reasons, many children with disabilities adapt to a special environment, which hinders their social integration in the field of education and public life in general.

Nazarova N.M. in his works he defines socialization as “the process and result of a person’s mastery of knowledge and skills of social life, the development of generally accepted stereotypes of behavior, the development of value orientations accepted in society, which allow them to fully participate in various situations of social interaction.” The author believes that in our state there is a “patronizing” position of people towards children with any developmental disabilities. This kind of position changes all normal relationships between a person and the external environment, and develops consumer behavior patterns in people with disabilities. Today, the theory of social rehabilitation of people with disabilities determines the provision of equal opportunities for each individual to fully participate in absolutely any sphere of human life. Life support and self-care, communication, recreation and socialization, Nazarova N.M. defines in terms of an independent lifestyle.

Shipitsyna L.I. defines socialization as “the formation of a child in a system of social relations as a component of this system, that is, the child becomes part of society, while he assimilates elements of culture, social norms and values.”

Socialization for children with various developmental problems causes very great difficulties. The issue of preparing these children for independent life, study and future work is a matter of debate. The connection of children with disabilities with the surrounding society can only be achieved through special measures aimed at psychological and pedagogical support for such children during their education and upbringing. The integration of children with disabilities into society can be understood as “the self-improvement of a given society, its impact on the developing personality of the child and the participation of the child himself in this integration process.”

Researchers identify features in the personality of a child with disabilities that hinder his social development. Androsova G.L. proposed an option for studying these features and conditionally divided them into three groups: “I as self-worth”, “Me and you”, “Me and the world”. These groups allow you to systematize these features and focus your attention on the nature and structure of their content.

The first projection is characterized by such features as inadequate self-esteem, lack of a stable hierarchy of motives, a leading type of activity, and inability to take purposeful actions.

B.I. Pinsky points out that certain children have low and weak self-esteem; these children are very dependent on evaluation from the outside world. Others, children with more profound developmental problems, have slightly higher self-esteem; Such children almost do not react to outside assessment. This phenomenon should be understood as “a certain independence from external assessment.” This phenomenon can occur even in children who have low self-esteem, but who are accustomed to their own mistakes and have created a certain protection for themselves from the outside world.

A theoretical study of the characteristics of self-esteem in a child with disabilities speaks about the uniqueness of its development with age and the possibility of its metamorphoses.

The physiological basis of emotions and feelings is a combination of connections formed in the cerebral cortex and subcortex. Decrease in activity of all higher nervous system and a decrease in the level and speed of mental development of a child with developmental problems corresponds to his emotional processes and has a number specific features.

Traits that can be seen in children with disabilities include constantly changing desires and a lack of motivation for long-term goals. The reason for this behavior can be explained by the fact that such a child has reduced activity of brain functions and weak tone of the entire cognitive sphere. Such children do not have the optimal level of impulsive reactions to carry out an act of will: they can start something, not finish it, and then completely forget about it.

As part of the second projection, the personality traits of children with disabilities are considered through business and interpersonal communication, as well as through behavioral characteristics. Here there is a certain thoughtlessness of actions, insufficient opportunity to critically comprehend them. In interpersonal relationships, one can note an indifferent attitude towards one’s position in the work group and lability. Business communication is characterized by difficulty, an unsatisfied need for communication as a process.

I.G. Eremenko in his scientific research studied the features of relationships between children with disabilities. Insufficient and often erroneous motivation for choosing a friend, an indifferent attitude towards one’s position in the group, lability in relationships. The author explains the reason for this kind of features by the low level of self-awareness of the pupil, the limited motivational basis of his activities and the difficulty of character formation, as well as the underdevelopment of social orientation.

E.I. Razuvan emphasizes that children with disabilities experience great difficulties when communicating with peers and people around them. They have almost no developed concept of initiative in communication. They easily come into contact with people close to them and people they have known for a long time, but meeting new people causes big problems. The school environment for such children is a frequent factor in the cessation of communication. The specific composition of students is an important factor in the formation interpersonal relationships in a child with special needs. The narrowed circle of interests, relationships, and limited connections are determined by the mental characteristics and personality traits of such a child. The relationships he builds are at the level of feelings and experiences; they are subjective, unconscious in nature, most often situational and practically unstable. .

The third projection is based on the inclinations of the individual and his professional orientation, the originality of ideas about the environment, and the concept of value orientations. Here there is immaturity of professional interests, their lack of awareness and stability. Ideas about the world around us are inaccurate and fragmentary; they do not reflect existing relationships.

If a teenager with developed intelligence has normal self-esteem by the time he graduates from school, then the desire to master a profession steadily increases, and he has a desire to engage in work. The main motive of graduates of special schools is most often imitative in nature. Teenagers often do not understand the meaning of a particular professional field of activity; they are driven by how attractive it is to them. .

As a result of psychocorrectional work with such children, one can notice a clear dynamics of motivational orientation and personal growth. Most often, pupils of special schools have a narrowed range of interests, practically no developed understanding of themselves as individuals, no desire to personal growth. Most children with disabilities consider themselves fully prepared for independent life; they have no worries about their future, which is due to the small number of contacts with other people and an inflated level of aspirations.

The authors note that the shortcomings in the aesthetic development of children with disabilities, however, this kind of shortcomings do not represent some kind of stable condition. Psychological and pedagogical correction and the contribution of the family itself to the upbringing of a child with disabilities makes it possible to see the rapid results of children in in the right direction. The child’s emotional background improves, the personality changes structurally and becomes healthier, new options for overcoming difficulties appear; Hobbies and new interests appear. Graduates of special schools are gradually involved in working activities in their specialty and easily join professional teams. The emergence of difficulties can be noticed in areas that differ from work: in their personal life and in their free time, it can be difficult for such people to allocate their own time and use it correctly.

As a result of the analysis of the literature on the stated topic, it can be noted that, despite the presence of specific characteristics of children with disabilities, all researchers note the available opportunities for the personal development of the children studied. Thus, it is advisable to talk about the psychological reserves of the socialization process in relation to children with disabilities and that the essence of the development of the social potential of children with disabilities directly depends on targeted pedagogical support for children, the disclosure of their potential in various forms of life activity.

Literature

1. Aksenova L.I., Arkhipov B.A., Belyakova L.I. etc. Special pedagogy: Tutorial for students higher. ped. textbook establishments; Under. Ed. N.M. Nazarova // 2nd ed., stereotype. - M.: Publishing Center ″Academy″, 2001.

2. Androsova G.L. Social development of a teenager with intellectual disability. - Surgut: RIO SurGPI, 2004.

3. Androsova, G. L. Course "Social and everyday orientation" as pedagogical tool socialization of a teenager with intellectual disabilities. 2003.

4. Dolgoborodova N.P. Understanding the essence of some socio-historical concepts by students of the auxiliary school. In: Issues of training and education of mentally retarded schoolchildren / Rep. ed. G.I. Danilkina. L. //1971.

5. Druz V. A., Klimenko A. I., Pomeshchikova I. P. Social adaptation of persons with disorders of the musculoskeletal system by means of physical education // Physical education of students. - 2010. - No. 1.

6. Eremenko I.G. Oligophrenopedagogy. Kyiv. 1985.

7. Materials for the draft program of educational work in a auxiliary boarding school. Edited by M. I. Kuzmitskaya. M. // Publishing house Acad. ped. Sciences of the RSFSR, 1961.

8. Pinsky B.I. Correctional and educational significance of labor for the mental development of students in auxiliary schools / Scientific. research Institute of Defectology Acad. ped. Sciences of the USSR // M.: Pedagogy, 1985.

9. Razuvan, E.I. Formation of business communication skills among students in senior classes of auxiliary schools / Razuvan, E.I. // Defectology: scientific and methodological journal: published since January 1969: published every two months / ed. IN AND. Lubovsky. - 1989. - No. 3 1989.

10. The number of disabled children in Russia has grown by almost 10% over five years // Interfax, 2015. [electronic resource]. URL: http://www.interfax.ru/russia/445003 (access date: 11/18/2015)

11. Shipitsyna L.M. "Uneducable" child in the family and society. Socialization of children with intellectual disabilities // 2nd ed., revised. and additional - St. Petersburg: Rech, 2005.

12. Yuldasheva O. N. Family socialization of children with disabilities: conditions and factors: Abstract. dis. ...cand. sociol. Sci. - Ufa, 2010.

Your rating: No