STRENGTHENING THE ROLE OF CORPORATE CARRIER IN THE DEVELOPMENT OF CORPORATE STUDENTS AT THE CHILDREN'S SPECIAL DEVELOPMENT INSTITUTION

The rehabilitation approach has not become a priority for coaching so that it is difficult to change Andikpas' behavior for the better. This paper aims to describe the idea of strengthening the role of Correctional Caregivers in fostering Correctional Students at the Special Child Guidance Institution. The research method of this paper uses normative juridical with a qualitative approach. Harmonizing regulations in the correctional system is needed through legal rules in the form of special guidelines. In addition to increasing knowledge and understanding related to child protection, it is also necessary to strengthen the capacity of counseling techniques. Considering that counseling is one method that can help Andikpas to express various feelings, including the negative thoughts he feels.

Psychological and pedagogical problems of the implementation of inclusive education and the directions of their solution

The inclusive education of children requires teachers to have an adequate attitude to a special child in a children's team, the ability to provide him with psychological and pedagogical support and reveal the creative potential of each child. In this regard, the question arises about the need for high-quality training of specialists in the field of pedagogy and psychology for inclusive educational institutions. The qualitative realization of the educational needs of each child, regardless of his physical, mental and intellectual abilities, depends on the psychological and pedagogical competence of specialists engaged in the educational process. And first of all, an important component of the professional competence of specialists here is psychological readiness for pedagogical work with children in an inclusive education. The purpose of the work is to investigate the psychological and pedagogical problems of the implementation of inclusive education and the directions of their solution.

Child Care Workers’ Perspectives on Transition Services for Pre-school Children with Special Needs in Hong Kong

Transitions that all young children have to make (including children with special needs) involve: starting school, moving from kindergarten to primary school, and sometimes moving from one school to another. With increasing awareness of the importance of early childhood education and intervention, transition planning for young children is attracting much more attention and action. Research suggests that there is a relationship between children’s successful transitions and the outcomes of their development in cognition, literacy, social adjustment, and adaptive skills. However, the perspectives of teachers in transition planning were not sufficiently explored in the literature in the Chinese context. This paper focuses on the experiences, ideas, and perspectives of pre-school child care workers on the vertical transition of children from pre-school special centres to other educational institutions in Hong Kong. Individual face-to-face interviews were conducted with child care workers who work in special child care centres. Importance of transition planning for children with special needs, the role of pre-school special child care workers, challenges in the process, and suggestions for improvement are discussed. In particular, methods for facilitating the parents’ choice of appropriate primary schools are shared.

INTERACTION OF PROFESSIONALS WITH PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN THE CONDITIONS OF INCLUSIVE LEARNING

The article identifies the main problems and difficulties in the behavior and actions of parents. The problems of the readiness of teachers and specialists of educational organizations to interact with the parents of children with special educational needs are identified. Based on the generalization of the peculiarities of working with parents of children with disabilities, the main directions and content of such work, a questionnaire was prepared and a study was conducted. The research data are presented, which testifies to the readiness of teachers to interact with the parents of children with special educational needs. The professional difficulties, the main problems in the behavior and actions of parents, which hinder a more productive educational movement of a child with disabilities, and the construction of constructive relations with teachers of educational organizations, have been identified. In inclusive education process increases the importance of cooperation between teachers, specialists in special education and parents of children with special educational needs. The most popular paradigm of cooperation with parents is the triad «understanding - support - joint action». The results of the study showed that both parties to the interaction (parents and teachers) are not ready for its implementation. The psychology of parents of children with special educational needs has its own specifics, which reveals many difficulties for teachers of support. Given the answers of teachers, we can conclude that today it is necessary to intensify the professional reflection of teachers and professionals in developing the content of work on interaction with parents and the organization of such work; assistance in understanding significant aspects of this interaction; changing attitudes towards the role and participation of parents of children with special educational needs in the inclusive process; mastering by teachers of organizational and technological support of this interaction. At the same time, there is a need for internal activity of parents of children with special educational needs, their interest in education and upbringing, choice of educational conditions and educational trajectory for their «special» child, as well as participation with professionals in its implementation. These are psychotherapeutic strategies that help reduce anxiety, greater acceptance of oneself and others, resulting in increased personal responsibility and the ability to productively, creatively solve life's problems.

Special Children Behaviour Pattern and Their Teaching Strategies

Every child is unique and has some different qualities. Special children have their own strengths and weaknesses which defines their interests. Their development progresses are quite slow as compared to normal children. However, the parents should carefully observe if the children have difficulties in one or more developmental areas, notice their performance as compared with other children of the same age. There are various methods available to analyze the behavior of children, but all mothers may not be able to recognize the real problem and hence not able to teach them so. The paper describes various case studies of children suffering from behavioral disorder. The behavior patterns of children are recognize by analyzing all behavioral aspects with the help of images, videos, and questionnaires and help parents and teachers by suggesting teaching strategies for their bright future. Assessment techniques defined by teachers and doctors to educate the children are also discussed. This study will be very helpful to society, especially those with a special child.

Expert assessment method in studying the problem of forming a positive attitude to life in a family with a special child

Nowadays, the issues of organizing upbringing and education of a special child are acquiring particular relevance, which is undoubtedly an important factor in the development of institution of education in our country. The purpose of the study is to find effective methods for studying the problems of forming a positive attitude to life in a family with a special child. The idea of the study is to show parents the importance of the problem of forming a positive attitude to life in a family with a special child and of helping their children to live a happy, fulfilling life. The study gives a detailed description of fostering “positive attitude to life” in special children through humane upbringing by parents, teachers and adults. During the study of the above-mentioned problem, we used various empirical methods: observation, conversation, study of documentation and archival materials, analysis of best practices, pedagogical skills, pedagogical innovations, findings and discoveries, analysis of texts, photos and videos, case study. While choosing methods, it was important for us that empirical research would be based not on literary data and scientific concepts, but rather on real reliable facts. The main research method was the method of expert assessment. The obtained materials are presented in the form of 4 blocks of questions and answers: “Do you consider the problem of forming a positive attitude to life in a family with a special child to be an urgent problem?”; “Do you believe that a special child’s positive attitude to life can be formed within the family?”; “Do you think that under modern conditions fostering a positive attitude of a child to life is perceived by parents as a pressing problem?”; “Who, in your opinion, can become a family partner in fostering positive attitude to life in a special child?”

SPECIAL CHILD CARE: WEST SYNDROME MANAGEMENT DURING COVID-19 PANDEMIC

West syndrome is a clinical condition characterized by the combination of an abnormal EEG showing chaotic pattern called hypsarrhythmia, infantile spasms, and delayed development or loss of acquired milestones. The oral manifestations of the conditions are wide and varied ranging from poor oral hygiene, bleeding gums, periodontitis, altered chronology and delayed eruption, high arched palate and extensive caries in multiple teeth. COVID-19 has affected the provision of dental care to all, especially special child care. Henceforth with an aim towards provision of treatment for reliving pain in needful patient, the oral health management was carried out keeping in mind the current pandemic scenario and practice restrictions.

Defining the status “person with a disability” in Ukraine

Polumysna O. Defining the status “person with a disability” in UkraineThe article finds that the term “person with a disability” has constantly evolved, the attitude of society towards a person with a disability has been constantly changing. The nicknames that society assigned to this category of people, calling them lame, idiots, beggars, lunatics, social outsiders, the mentally retarded, the retarded, scarecrows for the healthy, samovars, etc. are considered. It was found that these names indicated only a person's disability or position in society and did not identify him as an ordinary person with his own needs and problems to be solved. In the twentieth century, only how able / incapable a person is came to the fore. At the end of the XX – beginning of the XXI century in many countries society began to pay attention not only to the medical indications of people with disabilities, but began to talk about the equality of these people in society, i.e. the implementation of the social model of disability. It is noted that the use of the words in-valid, dis-ability, mal-formation already fosters in society a negative attitude towards people with disabilities. It has been studied that the vast majority of researchers called people with disabilities “people with disabilities”, “people with special needs”, “people with disabilities”. In addition, there are sharper statements such as “abnormal student with disabilities”, “child with defects”, “special child”. After the law was passed in 2017, most scholars began using the term “person with a disability”. It was found that people with disabilities living in Ukraine ask not to be called autistic, cerebral palsy, downs, people with special needs, disabilities, and put a person first, and then his disability. There has been and in fact there is no consensus between society, scientists and people with disabilities themselves, as they are called, which indicates a certain imbalance and lack or one-sided communication in society.

Modern models of the organization of inclusive education in kindergarten

The article presents a model of the organization of inclusive education on the basis of preschool institutions. The inclusive practices practiced in the educational organization are characterized by mobility, allowing you to create an individual route of socialization for each "special" child, using the most appropriate integration options, relying on the resource base of the kindergarten and its social partners.