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STRATEGIES OF LEXICAL DEFICIT COMPENSATION IN STUDENTS IN THE CONDITIONS OF INCLUSIVE EDUCATION IMPLEMENTATION // Pedagogical Review. 2019. Issue 6 (28). P. 23-30

The article presents the data relevant for training and socialization of persons with disabilities. The urgency of studying vocabulary in the conditions of inclusive education, based on the example of children with visual impairments and children with autism spectrum disorders, is proved. Analyzed the specificity of formation of vocabulary in a deficit and a distorted form of dysontogenesis. The difficulties of perception and reproduction of vocabulary in students with disabilities are indicated. Based on the above data a strategy for the compensation of vocabulary deficits through an interagency approach has been developed. The interdepartmental approach involves interaction at three levels (the level of the region, the municipality and the specific organization), which makes possible social partnership and provides the necessary general conditions for the sustainable functioning of the process of compensation of lexical deficit as a social system. Social interaction is presented on the example of volunteer activity of students of pedagogical university on the basis of school for students with disabilities and theatrical excursions organized for children with disabilities and youth by the Department of Culture of the Administration of Tomsk, the Museum of History of Tomsk, the Tourist Information Center of Tomsk. Volunteer activities of students are manifested in various directions: summer school camp, creative workshops and master classes, tolerance days and New Year party. This practice is very useful for students, as modern realities imply the ability to work in an inclusive education system. In turn, creative activities can interest children and gain new social skills, enrich vocabulary and compensate for lexical difficulties.

Keywords: lexical deficit, inclusive education, interactive excursion, volunteer activity, children with disabilities, vocabulary, interdepartmental interaction, socialization

THE PROBLEM OF CREATING A MOTIVATION SPACE FOR STUDENTS AND TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN THE IMPLEMENTATION OF BLENDED EDUCATION // Pedagogical Review. 2021. Issue 1 (35). P. 104-110

The article presents, on the basis of a theoretical analysis of the phenomenon of motivational space, its content, leading formation technologies. The specificity of modern models of the organization of the educational process by means of blended learning is revealed. The necessity of blended learning in training students of pedagogical universities is actualized. The urgency of the problem of optimizing the use of distance and blended learning for university students is substantiated. The characteristic of blended learning is given, theoretical and empirical studies in the field of distance and blended learning are analyzed, their positive aspects are identified and indicated. The motivational component makes it possible to determine the perspective of the program for the integration of various forms in the teaching of students, including foreign students and those with disabilities. The key motivational features of students and teachers of higher education at the present stage of implementation of various forms of education are scientifically substantiated. The purpose of the study is to analyze the specifics of the motivational space through blended learning tools. Potential resources of this form of obtaining information are demonstrated and tendencies of self-determination of students and teachers in professional activities through blended learning are determined.

Keywords: motivation, motivated space, professional competence, blended learning tools, electronic communication

PROBLEMS IN THE HABILITATION OF A CHILD WITH A COCHLEAR IMPLANT IN INCLUSIVE EDUCATION, TAKING INTO ACCOUNT THE REGIONAL COMPONENT // Pedagogical Review. 2021. Issue 5 (39). P. 41-46

The article analyzes the current state of the problem of rehabilitation (habilitation) of preschool children after cochlear implantation. The authors analyze the different approaches of accompanying deaf children with cochlear implants that exist in the Russian Federation. The relevance of the research topic is due to the significant increase in the number of such schoolage children in Russia over the past 10 years. The purpose of the article is a comparative analysis of the experience presented in the scientific literature of accompanying families raising children with disabilities with cochlear implants on various educational routes and areas of life. The author also analyzes the experience of the Australian parent community on the issues of accompanying children after cochlear implantation. The article provides information confirming the specifics of the development of children who have undergone cochlear implantation and their peers who use hearing aids. Work, support of preschool children with cochlear implants is carried out not only at the clinical bases of the Scientific and Clinical Center of Otorhinolaryngology of Russia, but also in its branches in republican, regional, regional clinical hospitals with the involvement of regional specialists of the federal districts of the country. A necessary condition for supporting preschool children after cochlear implantation is the implementation of the principles of correctional and developmental activities.

Keywords: children with a cochlear implant, habilitation, correctional and pedagogical assistance, psychological and pedagogical support of children after cochlear implantation, regional conditions