In accordance with the professional standard “Teacher-psychologist (psychologist in the sphere of educational)”, one of the priority working areas for specialists is the provision of psychological and pedagogical assistance to persons with special educational needs (limited health disabilities / generalized labor function B). Each teacher-psychologist faces the task of effectively organizing a system of correctional and developmental classes with pupils and students with special needs. To solve it, a team of psychologists from four educational organizations in Moscow (Secondary School named after Artyom Borovik, Secondary School No. 1357 “On Bratislavskaya”, Secondary School No. 1547, Maryinsky Secondary School No. 1566 in memory of the Heroes of the Battle of Stalingrad) and the specialists of the City Psychological and Pedagogical Center of the Department of Education and Science of Moscow have developed the so-called “Work Programs Constructor” technology (hereinafter referred to as the Constructor). This article discusses structural features of the Constructor, which allow the specialist to take into account the full range of correctional and developmental assistance for children with disabilities when developing the program, taking into account their special educational needs and age. The issue of ensuring the continuity of work programs at different age stages in the implementation of each direction of correctional and developmental work is touched upon. When analyzing the substantive aspects of the Constructor, special attention is paid to the consideration of the age development norms as guidelines for the organization of correctional development work and indicators of its effectiveness. The article reveals how this technology provides a unified approach to helping children with special educational needs.
Classroom contexts for learning at primary and secondary school: Class size, groupings, interactions and special educational needs
