THEORETICAL ASPECTS OF BUILDING MODELS OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF A CHILD WITH SPECIAL NEEDS AND HIS FAMILY

Abstract

The purpose of the article is to analyze the main domestic and foreign models of psychological and pedagogical support of a child with special needs and his family. The analysis of scientific and practical sources proved that in modern pedagogy and educational practice the concept of "psychological and pedagogical support" is actively used. Despite the large number of publications on psychological and pedagogical support, certain aspects of support activities for younger schoolchildren with special educational needs (SEN) have not been sufficiently researched. The author analyzes different approaches of scientists to the definition of the concept of psychological and pedagogical support of the family, noting that each definition defines the role of a child with special educational needs and his family in this process in a different way. There are two concepts of disability, in which a child with SEN has a completely different social status. Depending on which of these two positions to follow, it is worth offering different models of psychological and pedagogical support for a family with such a child. In the first case, disability is considered as a personal (especially medical) problem of a person. In this model, disability is considered in the context of the relationship between a person and his illness. In the second case, limited health opportunities are considered as a social problem that causes psychological problems. Implementing this approach, we focus on the relationship between people and their environment. Within this approach, the term "people (children) with special educational needs" is used. In this case, the task of psychological assistance is to involve families and children with OOP in normal social life. The analysis of foreign practices of psychological and pedagogical support for families raising children with special educational needs emphasizes the importance of quality childcare, humane treatment of young children, and the development of self-regulation skills in parents. The goal of parent training is to build a partnership with the child. Today, only a comprehensive approach can work in Ukraine, which combines the efforts of various specialists who support children with special needs. It is important to combine psychological support with educational, social and legal assistance.