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Home Issues 2019 Year Issue №4 PEDAGOGICAL CONDITIONS ENSURING ADAPTATION OF PRIMARY SCHOOL CHILDREN WITH DISABILITIES TO THE EDUCATIONAL ACTIVITIES
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Яндекс.Метрика

PEDAGOGICAL CONDITIONS ENSURING ADAPTATION OF PRIMARY SCHOOL CHILDREN WITH DISABILITIES TO THE EDUCATIONAL ACTIVITIES

Mezinov Vladimir Nikolaevich, Lyulenkova Oksana Yuryevna

DOI: 10.23951/2307-6127-2019-4-45-52

Information About Author:

Mezinov V. N., Yelets State University named after Ivan Bunin (ul. Kommunarov, 28, Yelets, Russian Federation, 399770). E-mail: vmezinov127@yandex.ru Lyulenkova O. Yu., Yelets State University named after Ivan Bunin (ul. Kommunarov, 28, Yelets, Russian Federation, 399770). E-mail: vatytova@mail.ru

The relevance of the study of this problem is due to the demand of society, the growth of inclusive education in the country. The article analyzes the concepts of adaptation, school adaptation, social adaptation, personal adaptation, psychological adaptation and substantiates the pedagogical conditions that ensure the effectiveness of adaptation of primary school children with disabilities to educational activities. We used the following methods: questionnaire for teachers study school adaptation of students (methodology L. M. Kovaleva), projective technique of “What I like about school?” (N. G. Lukanova), “A Conversation about the school” T. A. Nezhnova, “Personal scale manifestations of anxiety” G. Taylor, T. A. Nemchin’s “Adaptation”. The peculiarities of students’ interaction, personal stability, individual psychological features, school anxiety during the adaptation period are revealed. The effectiveness of the phenomenon under study is achieved through the implementation of pedagogical technology, pedagogical support, means of “subject-developing” education. The study allows us to conclude that the success of the adaptation of primary school children with disabilities to educational activities is provided by specially created pedagogical conditions: the activation of cognitive activity of children, the organization of cooperation as a three-way aspect of interaction, ensuring inclusive dialogue with the age-specific features of the development of mental processes, the creation of a positive microclimate of the social environment.

Keywords: primary school student, adaptation, school adaptation, factors of adaptation, inclusive education, educational activity

References:

1. Fadina M. A., Kuvyrtalova M. A. Osobennosti protsessa adaptatsii pervoklassnikov k usloviyam obrazovatel’noy sredy sovremennoy shkoly i ikh uchet v prakticheskoy deyatel’nosti uchitelya [Features of process of adaptation of first-graders to conditions of the educational environment of modern school and their account in practical activity of the teacher]. Vestnik nauki i obrazovaniya, 2018, no. 13 (49), pp. 72–75 (in Russian).

2. Kolominskiy Ya. L., Pan’ko E. A., Igumnov S. A. Psikhicheskoye razvitiye detey v norme i patologii: psikhologicheskaya diagnostika, profilaktika i korrektsiya [Mental development of children in norm and pathology: psychological diagnostics, prevention and correction]. Saint Petersburg, Piter Publ., 2004. 480 p. (in Russian).

3. Tomchuk A. S. Psikhologo-pedagogicheskiye usloviya uspeshnoy adaptatsii pervoklassnikov k shkol’nomy obucheniyu [Psychological and pedagogical conditions of successful adaptation of first-graders to school]. Nauchno-metodicheskiy elektronnyy zhurnal “Kontsept” – Scientific and methodical electronic journal “Concept”, 2015, vol. 10, pp. 161–165 (in Russian). URL: http://e-koncept.ru/2015/9507610/Tomchuk_Psychological (accessed 15 March 2019).

4. Egorova T. V. Sotsial’naya integratsiya detey s ogranichennymi vozmozhnostyami [Social integration of children with disabilities]. Balashov, Nikolayev Publ., 2013 (in Russian).

5. Podol’skaya O. A. Inklyuzivnoye obrazovaniye lits s ogranichennymi vozmozhnostyami zdorov’ya: uchebnoye posobiye [Inclusive education for persons with disabilities: textbook]. Moscow, Berlin, Direct-Media Publ., 2017. 57 p. (in Russian).

6. Bykov D. A. Deti s ogranichennymi vozmozhnostyami i obshchestvo [Children with disabilities and society]. Dopolnitel’noye obrazovaniye, 2006, no. 1 (in Russian).

7. Petrovskiy V. A. Ponimaniye “Ya”: po tu storonu “porochnogo kruga” [Understanding the Self: beyond the vicious circle”]. Razvitiye lichnosti – Development of Personality, 2013, no. 1, pp. 27–50 (in Russian).

8. Tsukerman G. A., Venger A. L. Razvitiye uchebnoy samostoyatel’nosti sredstvami shkol’nogo obrazovaniya [Development of educational independence by means of school education]. Psikhologicheskaya nauka i obrazovaniye – Psychological Science and Education, 2010, no. 4, pp. 77–90 (in Russian).

9. Vazhenina N. N. Razvitiye dialogicheskoy rechi u detey [Development of dialogic speech in children]. Materialy mezhdunarodnoy nauchnoy konferentsii (Aktual’nye zadachi pedagogiki) [Materials of the international scientific conference (Actual tasks of pedagogy)]. Chita, Molodoy uchenyy Publ., 2013. Pp. 93–95 (in Russian).

mezinov_v._n._45_52_4_26_2019.pdf ( 417.3 kB ) mezinov_v._n._45_52_4_26_2019.zip ( 408.34 kB )

Issue: 4, 2019

Series of issue: Issue 4

Rubric: GENERAL, INCLUSIVE AND ADDITIONAL EDUCATION

Pages: 45 — 52

Downloads: 1502

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