|
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR AN EXCEPTIONAL CHILD IN AN INCLUSIVE CLASS: COMPARISON OF WESTERN AND RUSSIAN REFLECTION
DOI: 10.23951/2782-2575-2021-1-47-55
A comparative analysis of theoretical and conceptual ideas in the organization and further implementation of psychological and pedagogical support for an exceptional student in an inclusive educational process is carried out. Psychological and pedagogical methods for emphatic comfort initiation for each child in an inclusive educational environment are highlighted. Practical examples of such techniques are creating social success situations for an exceptional person in an inclusive group, introducing elements of creativity to solve possible issues. The principles of psychological and pedagogical support that contribute to the success of an exceptional child in an inclusive class are the following: resistance, cooperation between all participants, reliance on the potential of the student’s personality, and others. Pedagogical modifications that optimize the process of inclusive learning are the following: change of motives for inclusive education, consolidation of positive behavioral forms of communication in an inclusive group, and other modifications. The types of adaptability formed due to effective psychological and pedagogical support of an exceptional child in an inclusive environment are considered: epistemological, perceptual, sociocommunicative, and semiotic adaptation.
Keywords: psychological and pedagogical support, inclusive education, exceptional child, exceptionality, educational psychologist
References:
1. Smith T.E. Teaching students with special needs in inclusive settings. 4th ed. Boston, MA, Pearson Education, Inc., 2008. 465 p.
2. Peterson M.J. Inclusive teaching: The journey towards effective schools for all learners. 2th ed. Boston, MA, Pearson Education, Inc., 2010. 507 p.
3. Vygotskiy L.S. Pedagogicheskaya psikhologiya [Pedagogical psychology]. Moscow, Pedagogika-Press Publ., 1996. 536 p. (in Russian).
4. Rubinshteyn S.L. Osnovy obshchey psikhologii [Bases of general psychology]. St. Petersburg, Piter Publ., 2002. 720 p. (in Russian).
5. Abul’khanova K.A. Metodologicheskiy printsip sub’’yekta: issledovaniye zhiznennogo puti lichnosti [Methodological principle of subject: research of personality’s life journey]. Psikhologicheskiy zhurnal – Psychological Journal, 2014, no. 2, pp. 5–18 (in Russian).
6. Vaughn S., Bos C.S. Strategies for teaching students with learning and behavior problems. 8th ed. Upper Saddle River, NJ, Pearson Education, Inc., 2012. 450 p.
7. Gargiulo R.M., Metcalf D. Teaching in today’s inclusive classrooms: a universal design for learning approach. Belmont, CA, Wadsworth Cengage Learning, 2013. 504 p.
8. Jones V., Jones L. Comprehensive classroom management: creating communities of support and solving problems. Boston, Pearson Education, Inc., 2007. 480 p.
9. Nalchadzhyan A.A. Psikhologicheskaya adaptatsiya: mekhanizmy i strategii [Psychological adaptation: mechanisms and strategies]. Moscow, Eksmo Publ., 2010. 368 p. (in Russian).
10. Il’in E.P. Psikhologiya obshcheniya i mezhlichnostnykh otnosheniy [Psychology of communication and interpersonal relationships]. St. Petersburg, Piter Publ., 2012. 576 p. (in Russian).
11. Khotinets Yu.V., Korobeynikova A.Ya. Psikhologicheskiye mekhanizmy produktivnogo koping-povedeniya v problemnykh kommunikativnykh situatsiyakh [Psychological mechanisms of productive coping behavior in problematic communicative situations]. Psikhologicheskiy zhurnal – Psychological Journal, 2016, vol. 37, no. 4, pp. 59–73 (in Russian).
( 229.02 kB ) 
( 222.55 kB )
Issue: 1, 2021
Series of issue: Issue 1
Rubric:
Pages: 47 — 55
Downloads: 702