PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF JUNIOR STUDENTS WITH INTELLECTUAL DISORDERS IN THE CONDITIONS OF INCLUSION

Abstract

The article substantiates the expediency of improving psychological and pedagogical support of students with intellectual disorders in an inclusive school. Modern research on the organization of inclusive learning is analyzed. The range of problems faced by specialists, parents of children with special educational needs, parents of children with normal development, children with special educational needs and other students of inclusive class is outlined. Studies of scientists have proved that it is advisable to form a diversity of the educational system, namely the transition to educational standards, which guarantees successful socialization and improvement of the "quality of life" for all children with problems of development; creation of an effective system of psychological and pedagogical support for students with problems in development; reconsideration of the system of preparation and training not only social educators and psychologists, but also teachers of mass schools wich educfite children with problems of development. It has been proved that two basic position are the of the construction of correction and pedagogical training of children with different levels of mental insufficiency. Firsty, it is necessary to take into account the regularities of the formation of educational activity during the time of normal development; Secondly,it is nesserary to take into account the qualitative features of cognitive and productive activities of children. To provide correction and pedagogical support to students with mental insufficiency, the need to take into account: somatic health condition of students with different levels of mental insufficiency was determined; features of cognitive activity childrens; implementation of psychological and pedagogical support of students with mental insufficiency by specialists of the school concilium; selection of teaching staff capable of carrying out inclusive education of children with different educational needs; establishing a positive psychological climate in the inclusive secondary class and in the family environment of children studying in inclusion; establishing close relationships between the teacher, the student, the parents, support service specialists interested in positive results from inclusive learning was determined. The directions, on which the psychological and pedagogical support of children with special educational needs like education, support, social development ensuring positive relationships and emotional attachments with adults and peers without psychophysical features, is exended are outlined.