CORRECTION AND DEVELOPMENTAL WORK WITH CHILDREN WITH DISABILITIES AS ONE OF THE ACTIVITIES OF THE CENTER OF ADDITIONAL EDUCATION OF CHILDREN

2020 ◽  
Author(s):  
Julia Vladimirovna Myagkova
Keyword(s):  
Children With Disabilities ◽  
Additional Education

Factors of social success formation among adolescents with disabilities

2021 ◽  
pp. 31-38
Author(s):  
Elena A. Chernova
Keyword(s):  
Children With Disabilities ◽  
Practical Significance ◽  
Social Education ◽  
Literature Analysis ◽  
Special Group ◽  
Research Results ◽  
Social Success ◽  
Additional Education ◽  
Further Development

We consider current and insufficiently developed issue of social success of a special group of adolescent children with disabilities. Due to literature analysis, social success of adolescents with disabilities is an integrative personality quality, considering the psychological and pedagogical features of the development of this adolescents category, reflecting the purposeful achievement of their goals and the ability to use the achieved result for further development, contributing to successful socialization in society based on productive interaction with others. The factors contributing to the formation of social success of adolescents with disabilities that influence this process are: objective and subjective factors. The presented research results have scientific novelty and allow expanding the conceptual field of the theory of social education by clarifying the factors contributing to the formation of social success of adolescents with disabilities in the process of practicing applied activities. We determine the practical significance of the research and its results by the opportunities that open up for teachers of additional education in working with adolescents with disabilities and parents of this category of children, considering reasonable objective and subjective factors of social success formation among adolescents with disabilities in organizations of additional education.

scholarly journals Children’s Play—The Educator’s Opinion

2019 ◽  
Vol 9 (4) ◽  
pp. 266
Author(s):  
Visković ◽  
Sunko ◽  
Mendeš
Keyword(s):  
Work Experience ◽  
Children With Disabilities ◽  
Educational Process ◽  
Children's Play ◽  
Creative Play ◽  
Key Factor ◽  
Children’S Play ◽  
Information And Communication ◽  
Personal Paradigm ◽  
Additional Education

The educator’s personal role in understanding children’s play is a key factor in planning organization of educational process in kindergarten. An educator´s personal paradigm is assumed to be an experiential and educational construct. This research examines the possible correlation of educators’ personal paradigms (N = 291) and contextual factors in the region of Dalmatia (Croatia). A questionnaire Q-EOCP (α = 0.78) was designed for this research. Research findings suggest that most educators are reluctant to introduce information and communication technology /ICT into the educational process (M = 2.25; SD = 1.02) or work with children with disabilities (M = 2.03; SD = 1.33). There was a slightly positive correlation between the educator’s professional work experience and the view that children with disabilities /CWD should be taught how to play (r = 0.35; p ≤ 0.05). Work experience is slightly negatively correlated with the opinion that natural materials encourage creative play in children more than the didactic toys (r = −0.29; p ≤ 0.05) and with the assessment of daily play in nature (r = −0.21; p ≤ 0.05). The research measured the correlation of assessments of daily play in nature and the educators’ level of education (F = 3.47; p ≤ 0.05). Findings suggest that early childhood and preschool educators need additional education on children’s play and the possibilities of augmentative technology.

scholarly journals Psychological and pedagogical support of children with disabilities in the system of additional education

2020 ◽  
Vol 87 ◽  
pp. 00047
Author(s):  
E.A. Ekzhanova ◽  
I.L. Solovyeva
Keyword(s):  
Children With Disabilities ◽  
Educational Programs ◽  
Preschool Age ◽  
Creative Potential ◽  
Dynamic Observation ◽  
Career Growth ◽  
Individualized Educational Programs ◽  
The Individual ◽  
Additional Education ◽  
Development Assessment

The article focuses on the problem of psychological and pedagogical support of a child with disabilities in additional education from preschool age through the period of schooling to the adulthood. In this article we discuss specific Individualized Educational Programs (IEP), using of effective pedagogical technologies in working with children of different nosological groups. The reader is referred to following technologies: “play environment”, “a successful first-grader”, “skillful hands”, “sports, leisure, development”, assessment of success in various fields of activity, dynamic observation of the individual trajectory of additional education; technologies of influence on the motivational component of the additional education program and its extrapolation to the professional credo of a teenager with disabilities. The article describes conditions and opportunities for the disclosure of creative potential of children with disabilities, the opportunities for their career growth and other aspects of their realization in society.

The Clinical Utility of the Test of Playfulness

2001 ◽  
Vol 68 (2) ◽  
pp. 104-111 ◽  
Author(s):  
Debra Cameron ◽  
Michele Leslie ◽  
Rachel Teplicky ◽  
Nancy Pollock ◽  
Debra Stewart ◽  
...  
Keyword(s):  
Focus Group ◽  
Clinical Utility ◽  
Children With Disabilities ◽  
Occupational Therapists ◽  
Therapy Goals ◽  
Additional Education

Occupational therapists' increased focus on play as an occupation has created a need for play assessments that reflect this perspective. This study examined the clinical utility of the recently developed Test of Playfulness (ToP) (Bundy, 1997a) when used with children with disabilities. Changes in the participant's views of the child, the therapy goals, and the intervention plans after using the ToP were explored. Fourteen paediatric occupational therapists assessed children using the ToP, completed a clinical utility questionnaire and attended a focus group. Participants found the ToP easy to administer and score, however some found interpreting the results difficult. The ToP highlights the interactions between the child, activity and environment, and illustrates the child's strengths in his/her role as a player. The results suggest the ToP is a useful tool for assessing playfulness. Additional education and research is needed to provide further direction for intervention and incorporation into practice.

Quality management of additional education for children with special educational needs through the social order

10.12737/1834 ◽  
2013 ◽  
Vol 7 (4) ◽  
pp. 45-50
Author(s):  
Досмухамед Нур-Ахмет ◽  
Dosmukhamed Nur-Akhmet ◽  
Татьяна Харитонова ◽  
Tatyana Kharitonova
Keyword(s):  
Quality Management ◽  
Social Order ◽  
Children With Disabilities ◽  
Educational Services ◽  
Quality Of Services ◽  
Special Educational Needs ◽  
Specific Category ◽  
The Social ◽  
Additional Education

This paper focuses on the problems of provision of educational services in additional education system even more specific category of consumers — children with disabilities and children with disabilities. The focus of the article is pointed to the ways of improving the quality of services provided, which are developed under the influence of many factors, both objective and subjective.

scholarly journals Formation of moral ideas of teenage children with disabilities in school socio-cultural space

2019 ◽  
pp. 32-36
Author(s):  
Irina A. Bukina ◽  
Tat'yana V. Gudina ◽  
Denis A. Bukin
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Children With Disabilities ◽  
Research Work ◽  
Moral Values ◽  
Educational Process ◽  
Common Goal ◽  
Cultural Space ◽  
Extra Curricular Activities ◽  
Additional Education

The article is devoted to the problem of the formation of moral ideas of disabled teenage children in school socio-cultural space during extra-curricular activities and electives. Thus, the level of formation of moral ideas of disabled teenage children, revealed during research work, led to the conclusion that insufficient use of the potential of additional education and possible integration with general education on the basis of common thematic lines (elective classes, excursions, circle activities, etc.) when working with this category of children. The proposed guidelines in the form of an experimental programme for the formation of moral representations of disabled teenage children in school socio-cultural space during extracurricular activities and electives will allow to solve educational and upbringing tasks aimed at involving children in the basic spiritual and moral values of society, to build a holistic educational process on the basis of a common goal.

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