Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-136-143
L. Tikhomirova, Svetlana A. Volosova
The article is devoted to current issues of inclusive education: professional self-determination of adolescents with disabilities in inclusive educational institutions. The authors note that one of the necessary conditions for professional self-determination of adolescents with disabilities is the interaction of teachers and parents, which contributes to the integration of subjects of interaction, their mutual enrichment and development, as well as the further implementation of a single approach to the formation of professional self-determination of adolescents with disabilities.
{"title":"Social interaction of teachers with parent’s students with disabilities as a prerequisite for professional self-determination of adolescents","authors":"L. Tikhomirova, Svetlana A. Volosova","doi":"10.20323/978-5-00089-532-0-2021-136-143","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-136-143","url":null,"abstract":"The article is devoted to current issues of inclusive education: professional self-determination of adolescents with disabilities in inclusive educational institutions. The authors note that one of the necessary conditions for professional self-determination of adolescents with disabilities is the interaction of teachers and parents, which contributes to the integration of subjects of interaction, their mutual enrichment and development, as well as the further implementation of a single approach to the formation of professional self-determination of adolescents with disabilities.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116919662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-21-28
Elena Lemekh
The article demonstrates the author’s understanding of the definition: “technology for assessing the quality of preschool education for pupils with severe multiple disorders”. Markers, criteria and indicators for assessing the quality of preschool education of this nosological category are presented, depending on the components of the quality assessment system (quality assessment of the correctional andeducational process, the quality of the conditions for mastering the curriculum, the quality of the results of mastering the curriculum in the preschool groups of the correction- and development-training centre).
{"title":"Markers, criteria and indicators of the quality of preschool education for children with severe multiple disorders","authors":"Elena Lemekh","doi":"10.20323/978-5-00089-532-0-2021-21-28","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-21-28","url":null,"abstract":"The article demonstrates the author’s understanding of the definition: “technology for assessing the quality of preschool education for pupils with severe multiple disorders”. Markers, criteria and indicators for assessing the quality of preschool education of this nosological category are presented, depending on the components of the quality assessment system (quality assessment of the correctional andeducational process, the quality of the conditions for mastering the curriculum, the quality of the results of mastering the curriculum in the preschool groups of the correction- and development-training centre).","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123484547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-266-270
Inna B. Karelina, Ulyana V. Tikhvinskaya
The article examines the development of cognitive mental processes in preschool children with severe speech disorders. Scientists studying the basic cognitive processes are noted: perception, memory, thinking and attention. Describes the ascertaining study of mental processes in preschoolers with severe speech impairments and their current state. Further research work is planned on the correction of mental processes in preschool children with severe speech impairments.
{"title":"The development of cognitive mental processes in preschool children with severe speech impairments","authors":"Inna B. Karelina, Ulyana V. Tikhvinskaya","doi":"10.20323/978-5-00089-532-0-2021-266-270","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-266-270","url":null,"abstract":"The article examines the development of cognitive mental processes in preschool children with severe speech disorders. Scientists studying the basic cognitive processes are noted: perception, memory, thinking and attention. Describes the ascertaining study of mental processes in preschoolers with severe speech impairments and their current state. Further research work is planned on the correction of mental processes in preschool children with severe speech impairments.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121631332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-279-284
Elena V. Chebusheva
This article is devoted to the definition of the concept of "functional literacy", components of functional literacy. The article discusses the problems that hinder the formation of functional literacy in modern schoolchildren, including children with developmental disabilities. Trends of the modern education system towards achieving the subject results of schoolchildren, and not the formation of the ability to use these results in life. These problems are connected with modern educational and social trends, with other ways of information orientation of students, with the peculiarities of their psychophysical development.
{"title":"Theoretical aspects of the formation of functional literacy in children with disabilities","authors":"Elena V. Chebusheva","doi":"10.20323/978-5-00089-532-0-2021-279-284","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-279-284","url":null,"abstract":"This article is devoted to the definition of the concept of \"functional literacy\", components of functional literacy. The article discusses the problems that hinder the formation of functional literacy in modern schoolchildren, including children with developmental disabilities. Trends of the modern education system towards achieving the subject results of schoolchildren, and not the formation of the ability to use these results in life. These problems are connected with modern educational and social trends, with other ways of information orientation of students, with the peculiarities of their psychophysical development.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122721173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-332-340
Alla V. Sosnovskaya
The following article provides comprehensive coverage of the issue of developing professional competence among speech pathologists. Author presents thorough analysis of relevant theories, as well as stages of conducting in-person and interactive training of fellow professionals. The publication also gives detailed content of the aforementioned forms of improving professional competence of special education teachers. Additionally, the author substantiates the relevance of the issue of improving professional competence of special education teachers through in-person forms of professional training.
{"title":"In-person forms of developing professional competence among speech pathologists","authors":"Alla V. Sosnovskaya","doi":"10.20323/978-5-00089-532-0-2021-332-340","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-332-340","url":null,"abstract":"The following article provides comprehensive coverage of the issue of developing professional competence among speech pathologists. Author presents thorough analysis of relevant theories, as well as stages of conducting in-person and interactive training of fellow professionals. The publication also gives detailed content of the aforementioned forms of improving professional competence of special education teachers. Additionally, the author substantiates the relevance of the issue of improving professional competence of special education teachers through in-person forms of professional training.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134280610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-220-229
Victoria A. Grosenkova
The article summarizes and systematizes data on the role of folklore in the development of preschool children; the use of folklore in the physical education of preschoolers and Russian folk outdoor games in the physical education of preschool children with disabilities. A set of methods for studying ideas about the traditions of the Russian people in older preschool children, assessment criteria have been developed; a work plan was drawn up on the use of folklore in various forms of work on physical education with older preschool children with disabilities.
{"title":"The use of folklore in the physical education of senior preschool children with disabilities","authors":"Victoria A. Grosenkova","doi":"10.20323/978-5-00089-532-0-2021-220-229","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-220-229","url":null,"abstract":"The article summarizes and systematizes data on the role of folklore in the development of preschool children; the use of folklore in the physical education of preschoolers and Russian folk outdoor games in the physical education of preschool children with disabilities. A set of methods for studying ideas about the traditions of the Russian people in older preschool children, assessment criteria have been developed; a work plan was drawn up on the use of folklore in various forms of work on physical education with older preschool children with disabilities.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132399556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-58-64
S. Shabalina, Darya V. Satina
For the education, development and, if necessary, correction of children’s impaired development - generation growing in an information-rich environment, there is a need to change the education system, including special education. The emphasis is the computerization of education. The article provides an overview of currently available communication platforms and tools for online speech correction.
{"title":"Digital technology at the work of a speech therapist","authors":"S. Shabalina, Darya V. Satina","doi":"10.20323/978-5-00089-532-0-2021-58-64","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-58-64","url":null,"abstract":"For the education, development and, if necessary, correction of children’s impaired development - generation growing in an information-rich environment, there is a need to change the education system, including special education. The emphasis is the computerization of education. The article provides an overview of currently available communication platforms and tools for online speech correction.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133012956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-156-164
T. Kiseleva, N. A. Kuznetsova
The article reveals the mechanism of socialization and social adaptation of students with intellectual disabilities through the inclusion of normotypical peers in the environment, since inclusive education is considered as one of the conditions for the implementation of GEF education of children with intellectual disabilities. Children with severe disabilities who study at home require special attention. For the socialization of such children, the authors developed and theoretically substantiated a model for the inclusion of schoolchildren with disabilities in individual education in the environment of normotypical peers. This model is represented by three clusters that describe goals, objectives, approaches, principles, forms, conditions of implementation, as well as criteria and methods for evaluating results.
{"title":"Model of socialization of students with intellectual disabilities in individual education","authors":"T. Kiseleva, N. A. Kuznetsova","doi":"10.20323/978-5-00089-532-0-2021-156-164","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-156-164","url":null,"abstract":"The article reveals the mechanism of socialization and social adaptation of students with intellectual disabilities through the inclusion of normotypical peers in the environment, since inclusive education is considered as one of the conditions for the implementation of GEF education of children with intellectual disabilities. Children with severe disabilities who study at home require special attention. For the socialization of such children, the authors developed and theoretically substantiated a model for the inclusion of schoolchildren with disabilities in individual education in the environment of normotypical peers. This model is represented by three clusters that describe goals, objectives, approaches, principles, forms, conditions of implementation, as well as criteria and methods for evaluating results.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127913900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-171-179
T. Kiseleva, Aleksandra E. Mataulina
The article presents the results of a comparative study of communication features in children with delayed mental development and normotypical children. The research methodology is based on the approach of G.M. Andreeva, who distinguished three components in the structure of communication: perception, communication and interaction. Comparison with normotypic peers allowed the authors to highlight the necessary pedagogical conditions for the organization of an inclusive educational space, which ensure the formation of communicative competence of preschoolers with developmental disabilities. To conduct the study, the authors chose diagnostic techniques equally applicable in working with both normotypic children and children with developmental disabilities.
{"title":"Peculiarities of communication skills formation in preschoolers with delayed mental development","authors":"T. Kiseleva, Aleksandra E. Mataulina","doi":"10.20323/978-5-00089-532-0-2021-171-179","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-171-179","url":null,"abstract":"The article presents the results of a comparative study of communication features in children with delayed mental development and normotypical children. The research methodology is based on the approach of G.M. Andreeva, who distinguished three components in the structure of communication: perception, communication and interaction. Comparison with normotypic peers allowed the authors to highlight the necessary pedagogical conditions for the organization of an inclusive educational space, which ensure the formation of communicative competence of preschoolers with developmental disabilities. To conduct the study, the authors chose diagnostic techniques equally applicable in working with both normotypic children and children with developmental disabilities.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126799939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.20323/978-5-00089-532-0-2021-79-83
Y. M. Vasina
The article discusses the use of computer technologies in the development of figurative memory in older preschool children with mental retardation. The features of memory development in children with developmental disorders are revealed. Criteria and diagnostic tools for identifying the level of development of figurative memory in children with this disorder are described. A series of computer training programs aimed at developing the basic properties of figurative memory are analyzed.
{"title":"The development of figurative memory in older preschool children with mental retardation through computer technology","authors":"Y. M. Vasina","doi":"10.20323/978-5-00089-532-0-2021-79-83","DOIUrl":"https://doi.org/10.20323/978-5-00089-532-0-2021-79-83","url":null,"abstract":"The article discusses the use of computer technologies in the development of figurative memory in older preschool children with mental retardation. The features of memory development in children with developmental disorders are revealed. Criteria and diagnostic tools for identifying the level of development of figurative memory in children with this disorder are described. A series of computer training programs aimed at developing the basic properties of figurative memory are analyzed.","PeriodicalId":159485,"journal":{"name":"Специальное образование: методология, практика, исследования","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124270723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：