scholarly journals «REGULATIONS ON THE TRAINING AND REHABILITATION CENTER» – AS ONE OF THE FACTORS OF REFORMING SCHOOL EDUCATION FOR CHILDREN WITH SPECIAL NEEDS IN 2011–2017

2021 ◽  
Vol 1 (192) ◽  
pp. 147-151
Author(s):  
Svetlana Shevchenko ◽  
Keyword(s):  
Special Needs ◽  
Developmental Disorders ◽  
School Education ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
Pedagogical Literature ◽  
Theoretical Foundations ◽  
Ukrainian Society

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC); the theoretical foundations of their creation were determined and their features of activity were clarified in the context of the current approaches of school education for children with special needs. The issues of reforming school education for children with special needs during the study period are highlighted, the information is of particular importance on the quality of the work of the NRC. It is it that determines the need to analyze existing and conduct new objective studies of their role in Ukrainian society. The author reveals the content of the concept of some special definitions for children and adolescents who need special conditions of upbringing. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and versatility - from educational to rehabilitation. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy. It was found that their features of activity in the context of current approaches to school education for children with special needs were not only educational, but also purposefully rehabilitative.

scholarly journals EDUCATIONAL AND REHABILITATION CENTER AS A TYPE OF SECONDARY EDUCATION DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (2011-2017 PP.)

2021 ◽  
pp. 83-86
Author(s):  
S. SHEVCHENKO
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Developmental Disorders ◽  
Speech Disorders ◽  
Individual Characteristics ◽  
Educational Process ◽  
Special Role ◽  
Children With Special Needs ◽  
Rehabilitation Centers ◽  
The Creation

The article presents the results of the analysis of historical and pedagogical literature and regulatory documents in the field of education, historical prerequisites for the opening of educational and rehabilitation centers (NRC). The peculiarities of their activity in the context of the current approaches of school education for children with special needs are clarified. The urgency of the problem of the development of educational and rehabilitation centers due to educational needs, complex developmental disorders of children with special needs is substantiated, the activity of which provides for the implementation of complex rehabilitation measures aimed at restoring health, obtaining an education of the appropriate level, developing and correcting their disorders. The main tasks of various types of NRC were: ensuring the right of children with complex developmental disabilities to receive an appropriate level of preschool and general secondary education in accordance with their capabilities, abilities, taking into account individual characteristics of development; ensuring early socialization and preparation of such children for obtaining an appropriate level of preschool and general secondary education through a specially organized educational process in combination with psychological and pedagogical, medical, physical, social rehabilitation; formation of civic position, self-esteem, readiness for work, responsibility for their actions; provision of systematic qualified psychological, medical and pedagogical support of children, taking into account their state of health, characteristics of psychophysical development; provision of rehabilitation services according to an individual rehabilitation program for a disabled child; providing psychological and pedagogical assistance to parents (persons replacing them) who are raising children with disabilities, in order to involve them and children in the educational and rehabilitation process.It was determined that the theoretical foundations of the creation of educational and rehabilitation centers provided for diversity and universality. Their special role was to ensure the innovative development of domestic rehabilitation pedagogy, which was the best provision in educational and educational development (correction of speech disorders, etc.) for children with special needs. It is proved that their peculiarities of the conditions of upbringing, education, maintenance of children in educational and rehabilitation centers were determined by a flexible system of educational, educational and correctional and rehabilitation work; the creation of special conditions for the correctional orientation of training, education and overcoming violations of physical and mental development, the formation of speech and other mental processes, improving health, taking into account the nature of developmental disorders; implementation of an individual and differentiated approach in teaching and rehabilitation of children with complex developmental disorders in accordance with the peculiarities of educational and cognitive activities, taking into account the nature of developmental disorders.

scholarly journals Socio-Pedagogical Aspect of Socialization of Children with Special Needs in the Educational Environment

2021 ◽  
Vol 2 (1 (339)) ◽  
pp. 18-25
Author(s):  
Nataliia Shabaeva ◽  
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Educational Environment ◽  
Special Role ◽  
Children With Special Needs ◽  
Socialization Process ◽  
Pedagogical Aspect ◽  
Definition Of ◽  
Favorable Conditions

The article analyzes the acute social problem of today – the socialization of children with special needs in the educational environment (educational space, educational and correctional space, inclusive environment). The definition of the terms «socialization», «educational environment» is given. The essence and content of the concept of socialization of children with disabilities in an inclusive educational space are considered. The hypothetical statement that the improvement of the quality of life of children with disabilities can be achieved primarily by creating the most favorable conditions for socialization, given the fact that the initial socialization was unsuccessful due to objective victimhood (special needs) of the child. Emphasis is placed on the complexity and contradictions of the socialization process, because it largely depends on what social environment a person falls into. That is why a special role in the process of personality formation is acquired by the school correctional and educational space. The success of a child's socialization depends on the conditions created in the correctional and educational space and on the content of the latter. Effective socio-pedagogical conditions for the socialization of children with disabilities are analyzed.

scholarly journals PSIKOEDUKASI SMART PARENTING TENTANG KARAKTERISTIK ANAK BERKEBUTUHAN KHUSUS (ABK

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Pamela Hendra Heng
Keyword(s):  
Special Needs ◽  
Learning Style ◽  
Education Program ◽  
Developmental Disorders ◽  
Multiple Intelligence ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Normal Children ◽  
Education Services ◽  
Inclusive Schools

Children with special needs (ABK) are very different from normal children in terms of needs, health, education, teaching, how to give advice and attention. Children with special needs require special treatment because they have developmental disorders and others disorders from children in general (Desiningrum, 2016). In 2015, Indonesia had approximately 4.2 million ABK. Baska and Stambaugh (in Juwono and Kumara, 2011) state that education services in Indonesia are still experiencing difficulties due to the lack of knowledge of teachers about ABK. Sunardi, Yusuf, Gunarhadi, Priyono, and Yeager (2011) state that in Indonesia, almost no changes have been made to accommodate the education program for children with special needs in inclusive schools; there is no difference in teaching strategies for children with special needs (Kurniawati, De Boer, Minnaert, and Mangunsong, 2017; Mangungsong 2014). The Holland Interests Test, the written Learning Style test and the Multiple Intelligence seminar were attended by 42 adolescents, analyzed by psychologists to determine their interests and talents. A psychoeducation approach through the smart parenting seminar "Mengasuh kidz jaman now" attended by 101 parents, teachers and church practitioners, aimed to give an understanding of the characteristics of children with special needs at church X in East Java.

scholarly journals Kontribusi Muhasabah dalam Mengembangkan Resiliensi Pada Orang Tua Anak Berkebutuhan Khusus

2021 ◽  
Vol 6 (2) ◽  
pp. 244-262
Author(s):  
Fatma Laili Khoirun Nida
Keyword(s):  
Special Needs ◽  
Poor Quality ◽  
Children With Special Needs ◽  
Case Study Approach ◽  
Study Approach ◽  
Study Results ◽  
Resilience Factors ◽  
Depth Interviews

The phenomenon of the poor quality of parental care for children with disabilities makes resilience one of the psychological capital that contributes to improving the quality of care. This study describes how through a muhasabah intervention in Blimbingrejo Village, Nalumsari District, Jepara Regency. The purpose of this study was to provide information for parents of children with special needs about muhasabah interventions in developing the resilience abilities of parents when carrying out their care. The urgency of this research is to reduce parenting stress experienced by parents because of the developmental barriers of their children. This research is qualitative with a case study approach through in-depth interviews and observation techniques. The study results explain that the condition of children with special needs is often a stressor for their parents. However, parents can live with complete steadfastness as a form of their resilience. The pattern of resilience formed is supported mainly by thinking about what they are trying to do. There are indications of the meaning of resilience factors in the practice of muhasabah in the form of the ability to regulate emotions, develop optimism and empathy, control impulses and causal analysis, good self-efficacy and take wisdom as an indication of aspects of the reaching out process. The results of this study are helpful information in developing the concept and practice of caring for children with special needs.

Challenges and Dilemmas in the Education of Children With Special Needs in Romania

2022 ◽  
pp. 191-201
Author(s):  
Emilia Oprisan
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Point Of View ◽  
Children With Special Needs ◽  
Integrated Education ◽  
The Road ◽  
Material Resources ◽  
Inclusive Schools ◽  
Difficult Challenge

Educating children with special needs is a difficult challenge for both families and society. The newest trends in education for these children in Romania are represented by their inclusion in inclusive classes or inclusive schools. It is a beginning of the road both from a legislative point of view and from the point of view of analyzing the efficiency of the system. The issue of the resources dedicated to special education is concerned, this aspect being related both to the level of material resources and to the human resources, their availability, and the level of their training. The analysis of the progresses and the challenges that the Romanian-integrated education is encountering is an important step in identifying possible solutions for increasing the quality of special education in Romania.

scholarly journals FEATURES OF PROLONGED STRESS IN FAMILIES WITH CHILDREN WITH PSYCHOPHYSICAL DEVELOPMENTAL DISORDERS

2021 ◽  
pp. 72-83
Author(s):  
T. Kuchma
Keyword(s):  
Special Needs ◽  
Developmental Disorders ◽  
Emotional Health ◽  
Coping Resources ◽  
Stress Factors ◽  
Psychological State ◽  
Stressful Situation ◽  
Children With Special Needs ◽  
Negative Consequences ◽  
Prolonged Stress

The article reveals the question of the peculiarities of prolonged stress in families raising children with psychophysical development. The main aspects that have already been in the center of attention of scientific-theoretical and empirical study of the psychological state of parents, including, depending on the nature of psychophysical disorders. It is noted that the sudden onset and unpreparedness for the child's health, lack of experience in caring for her, unpredictability of the situation and the need for radical changes in their own lives, understanding the fact of lifelong burden often cause parents to develop emotional, informational, social, interpersonal stress and subsequent maladaptation. family. Based on the analysis of scientific research, identified and supplemented the main psychological problems faced by families of children with special needs, and grouped them into two groups - objective (mental disorders of the child, financial, educational, social, legal side of its development ) and subjective (internal state of the parents themselves, their actions and motives) stress factors. It is emphasized that the constant influence of these factors often leads to the development of prolonged stress - one that can last a long time or permanently, becoming chronic, with negative consequences for physiological, emotional health, social and working life of parents, family breakdown. A scientific and generalized analysis of the stages and stages of parents' experience of a stressful situation with the appearance of a disabled child, such as: shock, aggression, grief, anger, guilt, emotional adaptation, adaptation to chronic stress. It has been established that the family of a child with developmental disabilities experiences several crisis periods (diagnosis; obvious manifestations of developmental delay; identification of limited abilities of the child to study; coming of age), during which they need constant psychological help and support from specialists. The author notes that, depending on the nature of the child's psychophysical disorder, the psychological, social or biological adaptation of family members will occur differently or not at all, with the family's value orientations and attitudes to stress playing an important role. The characteristic symptoms of prolonged stress are expressed, which express the tension in which parents and sick children are. Emphasis is placed on the need for further analysis of prolonged stress in parents of children with special needs in certain categories and finding ways to form coping resources for each family member.

scholarly journals COMPARATIVE ANALYSIS OF DETERMINATION MODELS FOR THE DEVELOPMENT OF THE PSYCHE AS THE BASIS FOR PSYCHOLOGICAL ASSISTANCE PROGRAMS CONSTRUCTION FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES

2020 ◽  
pp. 23-49
Author(s):  
Irina N. Pogozhina ◽  
Varvara A. Egorova
Keyword(s):  
Comparative Analysis ◽  
Developmental Disabilities ◽  
Special Needs ◽  
Developmental Disorders ◽  
Innovative Technology ◽  
Children With Special Needs ◽  
Assistance Programs ◽  
Psychological Assistance ◽  
And Behavior ◽  
Difficult Children

Relevance. Specialists providing psychological assistance to children with developmental disorders use programs based on different determination models. Each model and the resulting technology solves a well-defined range of problems and has limitations. The content of the models, as a rule, is not reflected, which reduces their efficiency. Purpose of the work is to compare the models determining the development of the psyche and behavior as the basis for constructing programs of psychological assistance to children with special needs. Method. Theoretical critical analysis and synthesis of literature on the research problem. Results. The contents of determination models of the development of the psyche and behavior (classical, neo-classical, post-neo-classical) are compared according to 4 characteristics. The types of determination factors and psychological assistance programs for children with developmental disorders are analyzed. A comparative analysis of psychological assistance programs and deterministic models on the basis of which they are built is carried out. The limitations of the models when using them to build developing programs are highlighted and described. It is shown how groups of factors under study are taken into account in the content of training programs. The limitations of models are highlighted and described. An innovative technology and algorithm for studying the system of determination influences in the framework of the post-neo-classical model of the private level for their use in research and practice of helping difficult children is proposed Conclusions. Determination models can be practically reviewed as clarifying and complementing each other. Understanding the possibilities and limitations of intervention technologies developed on the basis of different models expands the possibilities of providing psychological assistance to children and adolescents with developmental disabilities. The groups of external factors that determine the indicators of the development of “difficult” children do not fundamentally differ from those of normo-typical children. Groups of internal factors related to the indicators of the viability of a child and adolescent with developmental disabilities can act as learning goals in the construction of programs for psychological and pedagogical assistance to difficult children. The analysis of psychological assistance programs for children with special needs has shown that they are based on classical and neo-classical models and have both strengths and limitations due to the concepts of the systemic nature of the human psyche embedded in the models.

scholarly journals Analyzing Students with Special Needs' Sense of Humor in Emerald School South Jakarta

2020 ◽  
Vol 6 (2) ◽  
pp. 156
Author(s):  
Helda Jolanda Pentury ◽  
Itsar Bolo Rangka
Keyword(s):  
Special Needs ◽  
Assessment Instrument ◽  
Limited Attention ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Sense Of Humor ◽  
Current State ◽  
The Social

This study collates the current state of knowledge regarding the sense of humor attitude in the social interactions among children with special needs, which aims to explore the current state of knowledge and quality of empirical evidence relating to humor among children with special needs. In the study there were involved 78 students of Emerald School of Cinere in South Jakarta. There were more over 20% students in normal condition and students with special needs were 80%. Research had assessed humor in the classroom and humor expression in different groups including those with autism, down syndrome, and other special needs. This study was designed by using the descriptive qualitative method to analyze, describe, and explain the data. The procedure of data collection was done by observation and filled the questionnaire of the Richmond Humor Assessment Instrument (RHAI). The result of the study showed that there were 47, 08% of favorable criteria, and 52, 92% of unfavorable ones. Based on gender, more boys answered favorable criteria compared to girls. Moreover, boys were dare to express their senses of humor than the girls. The girls showed their shynesses to express their sense of humor. The results of the study showed that the children with special needs in Emerald school had less sense of humor. Furthermore, the role of humor in communication development, social facilitation, creativity, and stigma had all received some limited attention among children with special needs in Emerald School, South Jakarta.

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