Соціальна адаптація дітей з особливими освітніми потребами засобами праці
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Дата
2019
Назва журналу
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Назва тому
Видавець
РВВ ЦДПУ ім. В. Винниченка
Анотація
(uk) Статтю присвячено ролі праці в соціальній адаптації осіб з особливими потребами, що набуває актуальності під впливом особливостей сучасних змін у суспільстві, яке готове надати цим людям психологічну, педагогічну, соціальну підтримку та супровід. Одним із пріоритетних напрямів державної політики у галузі освіти є сприяння у реалізації прав на рівний доступ до якісної освіти дітей з особливими потребами, які внаслідок притаманним їм особливостям потребують створення особливих умов для розвитку, оптимального та позитивного для них, їхніх родин та суспільства в цілому. Соціальна адаптація дітей з особливими потребами є одним із завдань сучасної системи освіти. Важливою складовою психолого-педагогічного супроводу цієї групи осіб є праця, під час якої всі учасники процесу соціальної адаптації можуть отримати умови для найбільш ефективної реалізації збережених та корекції порушених функцій.
(ru) Статья посвящена роли труда в социальной адаптации лиц с особыми потребностями, что особо актуально в связи с особенностями современных изменений в обществе, которое готово предоставить этим людям психологическую, педагогическую, социальную поддержку и сопровождение. Одним из приоритетных направлений государственной политики в области образования является содействие в реализации прав на равный доступ к качественному образованию детей с особыми потребностями, которые вследствие присущим им особенностям требуют создания особых условий для развития, оптимального и положительного для них, их семей и общества в целом. Социальная адаптация детей с особыми потребностями - одна из задач современной системы образования. Важной составляющей психолого-педагогического сопровождения этой группы лиц является труд, во время которого у всех участников процесса социальной адаптации могут быть созданы условия для наиболее эффективной реализации сохранившихся и коррекции нарушенных функций.
(en) The article is devoted to the role of labor in the social adaptation of people with special needs, which becomes actuality under the influence of peculiarities of modern changes in society. Over the years of Ukraine’s independence, education for children with special needs has undergone significant transformative changes since a new ideological social-and-educational paradigm was defined, which is based on child-centered principles. Equal access to quality education for all citizens, including persons with special needs was proclaimed a priority objective in the development of modern Ukrainian education. Currently, the operation and development of the Ukrainian special needs education (i.e. education provision for persons with special needs) is now characterized by the commitment to deinstitualization and inclusive education. Today one of the priority areas of the national education policy is to promote the realization of the right to equal access to qualitative education for children with special needs. The number of such children is growing constantly and, according to psychological, medical and pedagogical support centre’s, exceeds 11% of the total child population of Ukraine. In this context, the strategic guidelines for the State are the UN Convention on the Rights of Persons with Disabilities that was ratified by Ukraine in 2008, the UN Convention on the Rights of the Child, the World Declaration on the Survival, Protection and Development of Children, and the National Strategy of Education Development in Ukraine till 2021, etc. Based on the international standards, a number of regulations were drafted to support the development of special education; the relevant instruments were prepared. Currently the system of education for children with special needs, and first of all children with disabilities, is undergoing a reform that draws on the above guidelines as well as progressive global trends – from institualization to inclusion. The methodological paradigm for such a reform is based on the principles of child-centeredness, which means looking for the natural aptitudes of each child, creating conditions for his or her successful development, promoting the realization of personal potential in learning and life. The recent research is changing the stereotypes in understanding the issues of educating children with special needs and urges us to shift away from focusing on person’s impairments. On the most fundamental level, the modern approaches to education are oriented at effective use of preserved functions that can be drawn on in the course of developmental interventions and can ensure a targeted development of psychological processes, which determine the level of knowledge and skills learnt, the child’s education as a result of such teaching and learning, and his or her integration in the society. The most complicated and the most responsible area for academics remains the task to update the curriculum based on Ukrainian culture and traditions, to pilot and introduce it into current school practice. However, along with this global objective and more concrete ones that are mentioned above, there exists a number of unsolved issues originating both at the national and local level. The social adaptation of children with special needs is one of the tasks of the modern educational system. Special pedagogy considers social adaptation of pupils, and in particular the changing them to work, in connection with the correction of the disadvantages of their mental development and formation of the corresponding professional qualities. An important component of the psychological and pedagogical support of this group of people is the work, in which all participants in the process of social adaptation can obtain the conditions for the most effective implementation of the saved and correction of disturbed functions. Labor training in correctional pedagogy and special psychology has a significant all-round potential. The society as a whole wins only if it promptly and effectively connects people with special needs to those kinds of work that will allow them to be in a psychologically and economically attractive environment for them.
(ru) Статья посвящена роли труда в социальной адаптации лиц с особыми потребностями, что особо актуально в связи с особенностями современных изменений в обществе, которое готово предоставить этим людям психологическую, педагогическую, социальную поддержку и сопровождение. Одним из приоритетных направлений государственной политики в области образования является содействие в реализации прав на равный доступ к качественному образованию детей с особыми потребностями, которые вследствие присущим им особенностям требуют создания особых условий для развития, оптимального и положительного для них, их семей и общества в целом. Социальная адаптация детей с особыми потребностями - одна из задач современной системы образования. Важной составляющей психолого-педагогического сопровождения этой группы лиц является труд, во время которого у всех участников процесса социальной адаптации могут быть созданы условия для наиболее эффективной реализации сохранившихся и коррекции нарушенных функций.
(en) The article is devoted to the role of labor in the social adaptation of people with special needs, which becomes actuality under the influence of peculiarities of modern changes in society. Over the years of Ukraine’s independence, education for children with special needs has undergone significant transformative changes since a new ideological social-and-educational paradigm was defined, which is based on child-centered principles. Equal access to quality education for all citizens, including persons with special needs was proclaimed a priority objective in the development of modern Ukrainian education. Currently, the operation and development of the Ukrainian special needs education (i.e. education provision for persons with special needs) is now characterized by the commitment to deinstitualization and inclusive education. Today one of the priority areas of the national education policy is to promote the realization of the right to equal access to qualitative education for children with special needs. The number of such children is growing constantly and, according to psychological, medical and pedagogical support centre’s, exceeds 11% of the total child population of Ukraine. In this context, the strategic guidelines for the State are the UN Convention on the Rights of Persons with Disabilities that was ratified by Ukraine in 2008, the UN Convention on the Rights of the Child, the World Declaration on the Survival, Protection and Development of Children, and the National Strategy of Education Development in Ukraine till 2021, etc. Based on the international standards, a number of regulations were drafted to support the development of special education; the relevant instruments were prepared. Currently the system of education for children with special needs, and first of all children with disabilities, is undergoing a reform that draws on the above guidelines as well as progressive global trends – from institualization to inclusion. The methodological paradigm for such a reform is based on the principles of child-centeredness, which means looking for the natural aptitudes of each child, creating conditions for his or her successful development, promoting the realization of personal potential in learning and life. The recent research is changing the stereotypes in understanding the issues of educating children with special needs and urges us to shift away from focusing on person’s impairments. On the most fundamental level, the modern approaches to education are oriented at effective use of preserved functions that can be drawn on in the course of developmental interventions and can ensure a targeted development of psychological processes, which determine the level of knowledge and skills learnt, the child’s education as a result of such teaching and learning, and his or her integration in the society. The most complicated and the most responsible area for academics remains the task to update the curriculum based on Ukrainian culture and traditions, to pilot and introduce it into current school practice. However, along with this global objective and more concrete ones that are mentioned above, there exists a number of unsolved issues originating both at the national and local level. The social adaptation of children with special needs is one of the tasks of the modern educational system. Special pedagogy considers social adaptation of pupils, and in particular the changing them to work, in connection with the correction of the disadvantages of their mental development and formation of the corresponding professional qualities. An important component of the psychological and pedagogical support of this group of people is the work, in which all participants in the process of social adaptation can obtain the conditions for the most effective implementation of the saved and correction of disturbed functions. Labor training in correctional pedagogy and special psychology has a significant all-round potential. The society as a whole wins only if it promptly and effectively connects people with special needs to those kinds of work that will allow them to be in a psychologically and economically attractive environment for them.
Опис
Ключові слова
діти з особливими потребами, реформа освіти, соціальна адаптація, психолого-педагогічна підтримка, праця, дети с особыми потребностями, реформа образования, социальная адаптация, психолого-педагогическая поддержка, труд, сhildren with special needs, education reform, social adaptation, psychological and pedagogical support, labor
Бібліографічний опис
Шишова І. О. Соціальна адаптація дітей з особливими освітніми потребами засобами праці / Інна Олексіївна Шишова // Наукові записки ЦДПУ. Серія: Педагогічні науки = Academic Nores. Series: Pedagogical Sciences / ЦДПУ ім. В. Винниченка ; ред. кол.: В. Ф. Черкасов, В. В. Радул, Н. С. Савченко та ін. – Кропивницький : РВВ ЦДПУ ім. В. Винниченка, 2019. – Вип. 177, ч. 2. – С. 160-163.