scholarly journals Основное содержание работы клубов психолого-педагогического сопровождения родителей, воспитывающих детей с ограниченными возможностями здоровья

2019 ◽  
Author(s):  
Olga Nikolaevna Tokareva
Keyword(s):  
Children With Disabilities ◽  
Social Adaptation ◽  
Parental Competence ◽  
Raising Children ◽  
Special Children

This article substantiates the idea of creating psychological clubs for parents raising children with disabilities who need psychological and pedagogical assistance. Considerable attention is paid to increasing parental competence in the matters of upbringing, development, and social adaptation of “special” children, through psychological and pedagogical education; attracting parents to cooperation, in terms of common approaches to raising and educating the child.

DEVELOPMENT OF READINESS OF FUTURE TEACHERS TO WORK IN CONDITION OF INCLUSIVE EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 6-10
Author(s):  
Kochesokova M.G. ◽  
Nogerova M.T. ◽  
Taukenova L.M. ◽  
Afaunova L.M.
Keyword(s):  
Experimental Model ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Future Teachers ◽  
Formative Experiment ◽  
Raising Children ◽  
Special Children ◽  
And Control

The relevance of this topic lies in the fact that the development of inclusive education is inextricably linked with the training of teaching staff, prepared to work with "special" children. The aim of the study is to develop professionally important qualities in future teachers. To achieve the goal, the level of knowledge of the problem of the development of students' readiness to work in inclusive education and the level of development of the components of the readiness of future teachers to work with children with special educational needs were revealed, the effectiveness of an experimental model of the process of preparing future teachers to work in inclusive education was tested. A psychological and pedagogical experiment was conducted with ascertaining, formative and control stages. Diagnostics of the level of formation of the components of psychological readiness using the methodology "Diagnostics of the readiness of teachers to work with children with disabilities" at the ascertaining stage showed that students did not have any ideas about the patterns of development characteristic of children with OVZ on the specifics of organizing pedagogical support for special children in the system of inclusive education. In order to increase the level of development of inclusive readiness of students, a formative experiment was carried out, for which a special course of practice-oriented classes (12 lectures and practical sessions) was developed, aimed at a deep study of the patterns of development of children in conditions of inclusion and the organization of pedagogical support for special children. Repeated diagnostics showed a positive dynamic of students’ readiness for a number of indicators: the formation of ideas about the conditions that must be observed when teaching and raising children with disabilities, forms of organizing inclusive education and upbringing of children in inclusive education. The results obtained allow us to conclude that the experimental model of the process of preparing future teachers for work in inclusive education is effective and it is recommended to introduce it into practice.

scholarly journals SOCIAL REHABILITATION OF FAMILIES WITH CHILDREN WITH DISABILITIES THROUGH THE ORGANIZATION OF MUTUAL ASSISTANCE GROUPS

2021 ◽  
Vol 3 ◽  
pp. 219-230
Author(s):  
Svetlana Burenina ◽  
Svetlana Kalinina ◽  
Elena Petrash ◽  
Boris Borisov ◽  
Alexey Shpak
Keyword(s):  
Children And Adolescents ◽  
Social Services ◽  
Children With Disabilities ◽  
Social Adaptation ◽  
State Budget ◽  
Mutual Assistance ◽  
Raising Children ◽  
The Social ◽  
Pskov Region ◽  
Families With Children

The article tells about the experience of the state budget institution of social services of the Pskov region "Rehabilitation center for children and adolescents with disabilities" from Velikiye Luki in the rehabilitation of children and adolescents aged 0 to 18 years with disabilities in mental and physical development, ensuring their fullest and timely social adaptation to life in society, family, education and work through the organization of mutual assistance groups. The effectiveness of this form of work with a family raising a child with disabilities is shown by teaching parents to understand their children, identify their abilities and needs for their further development. These theoretical positions were confirmed by experimental work that took place in three stages, including the social project "All together" with an inclusive component, which allowed to develop the huge internal potential of families raising children with disabilities for their more effective rehabilitation. 

scholarly journals Attitude to Support the Child's Subjective Position and Posttraumatic Growth in Parents of Children with Disabilities

2020 ◽  
Vol 16 (1) ◽  
pp. 13-24
Author(s):  
A.B. Kholmogorova ◽  
A.I. Sergienko ◽  
A.A. Gerasimova
Keyword(s):  
Posttraumatic Growth ◽  
Personal Growth ◽  
Parental Support ◽  
Children With Disabilities ◽  
Social Adaptation ◽  
Proximal Development ◽  
The World ◽  
The Disabled ◽  
Posttraumatic Growth Inventory ◽  
Position Questionnaire

The paper considers the birth of a child with disability as a crisis and traumatic situation for parents. It focuses on the importance of cooperative orientation in the upbringing process, both for the child’s mental health and social adaptation and for overcoming the crisis and making post-traumatic personal growth in the parents possible. We present results of the validation of the ‘Parental Support of the Disabled Child’s Subjective Position’ questionnaire aimed at identifying the parent’s attitude to recognise and support the child’s independence and constructive initiative in various activities and provide him with the necessary assistance in his zone of proximal development. The factor structure was tested on a sample of 201 subjects (mothers of children with mental disabilities) aged 25 to 50 years (average age 39.6 years) by means of confirmatory factor analysis. As a result, a version that included one scale of 12 points was substantiated (Cronbach alpha 0.8). Converged validity was assessed on a sample of 107 subjects (mothers of children with disabilities) using the Posttraumatic Growth Inventory by R. Tedeschi and L. Calhoun in the adaptation by M.Sh. Magomed-Eminova and the World Assumptions Scale by R. Janoff-Bulman in the adaptation of O.A. Kravtsova. A positive relationship was found between the indicators of the ‘Parental Support of the Disabled Child’s Subjective Position’ questionnaire and the indicators of the Posttraumatic Growth Inventory, as well as with the basic assumptions concerning the benevolence of the world, self worth and the ability to handle emerging problems. It was also revealed that more emotionally stable parents (with low scores on the Beck Depression Inventory) support their child's subjective position more frequently. The findings are illustrated by excerpts from structural interviews with mothers of children with disabilities.

TANF's Impact on Low-Income Mothers Raising Children with Disabilities

2010 ◽  
Vol 76 (2) ◽  
pp. 234-253 ◽  
Author(s):  
Susan L. Parish ◽  
Roderick A. Rose ◽  
Megan E. Andrews
Keyword(s):  
Low Income ◽  
Children With Disabilities ◽  
Raising Children ◽  
Low Income Mothers

Parental Stress in Families of Children With Disabilities

2017 ◽  
Vol 53 (4) ◽  
pp. 201-205 ◽  
Author(s):  
Yun-Ju Hsiao
Keyword(s):  
Coping Strategies ◽  
Problem Behaviors ◽  
Parental Stress ◽  
Children With Disabilities ◽  
Parenting Support ◽  
Raising Children

Parents of children with disabilities often experience a higher level of stress than parents of children without disabilities, regardless of categories of disabilities. Understanding parental stressors can lead to appropriate interventions and supports for these parents and their children with disabilities. This article discusses issues of parental stress by exploring what is known about parental stress in raising children with disabilities and examining factors that may result in parental stress for practitioners to work on so as to help parents reduce their stress. This article focuses on three strong predictors of parental stress in families of children with disabilities: (a) problem behaviors of the child, (b) coping strategies of parents, and (c) parenting support for families. Implications for practitioners to help parents reduce their stress are discussed.

Psycho-correction work with families of children with disabilities

2017 ◽  
Author(s):  
Viktoriya Tkacheva
Keyword(s):  
Children With Disabilities ◽  
Educational Institutions ◽  
Raising Children ◽  
Teaching Manual ◽  
Quality Of Teaching ◽  
Methods And Techniques ◽  
Common Concept ◽  
Health Institutions ◽  
Psychological Assistance

In the educational-methodical manual deals with theoretical and conceptual frameworks, practical methods and techniques of psychological assistance to parents and other relatives of a child with disabilities. The quality of teaching materials presented United by a common concept three technologies of psychocorrectional work with families of children with disabilities: methods of psychological assistance to families raising children with disabilities V. Tkachova; technology differentiated approach in the psychological work with parents of children with disabilities, developed by E. V. Ustinova; technology "Mozart" a systemic approach to family therapy N. P. Bolotova. A teaching manual is addressed to psychologists, speech pathologists and other professionals working in the system, both General and special education, in social assistance centres for families and children, rehabilitation centres, health institutions which support the families raising children with disabilities. The book can be useful for teachers of preschool and school educational institutions, use of inclusive forms of education, and representatives of parent and of public associations.

The Attitude of Society towards the Education of Children with Disabilities

2020 ◽  
Vol 9 (4) ◽  
pp. 52-55
Author(s):  
E. Kruglova
Keyword(s):  
Children With Disabilities ◽  
Secondary Analysis ◽  
The State ◽  
Point Of View ◽  
Official Statistics ◽  
State Program ◽  
New Knowledge ◽  
Special Children ◽  
Sociological Studies ◽  
And Training

The article considers the problem of education of children with disabilities from a sociological and legal point of view. The position of society on the issue of education and training of children with disabilities is reflected: if it accepts and perceives the difficulties encountered by “special” children in the process of obtaining new knowledge, whether they are ready to provide assistance, or vice versa, in every way impede their integration. The article gives a secondary analysis of already conducted sociological studies, which are complemented by a survey of authors. Separately, the parent’s opinions of children with disabilities and their views on this problem are highlighted. The data of official statistics, as well as the main results of the state program “Accessible Environment” are presented. In the end, the conclusion is drawn from the study, a vector is presented, according to which the attitude of society towards children with disabilities is changing.

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