"SOCIALIZATION AND INCULTURATION OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES IN GENERAL EDUCATIONAL ORGANIZATIONS OF DIFFERENT TYPES AND TYPES..."

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Secondly, mutual respect of all participants educational process, tolerance, mutual assistance, the opportunity to learn from each other, the ability to help ourselves and other people - an important condition for the success of the implementation of an inclusive educational space.

Forms of correctional and developmental work can be organized on the basis of the inclusion of correctional assistance to the child directly into the structure of the lesson. training sessions or turn it on extracurricular activities. Types of assistance: stimulating, in which the teacher stimulates the child's activity either by instilling in him confidence in his abilities, or indicating the presence of errors in the work; the guide is to prompt the child the first steps of the solution learning task and planning for follow-up actions;

teaching, in which the teacher provides direct assistance in solving the educational problem.

With this approach, the evaluative activity of the teacher does not imply an assessment of the results of the child's educational work, but an assessment of the quality of the work itself. The basis for evaluating the process, and subsequently the results of children's learning, is the criterion of relative success, i.e. comparison of today's achievements of the child with those that characterized him yesterday.

Thirdly, cooperation in the learning process is the main principle of building inclusive education, in which each member of the school community and parents bear one or another responsibility for the success of a common cause. The main mechanism for implementing this principle is the interaction of school specialists, institutions additional education and parents, providing systematic support for children with handicapped health by specialists of various profiles in the educational process. Such interaction includes:

Comprehensiveness in identifying and solving the problems of a child with disabilities, providing him with qualified assistance by specialists of various profiles;

Multidimensional analysis of personality and cognitive development child;

Drawing up complex individual educational programs general development and correction of certain aspects of the educational, cognitive, speech, emotional-volitional and personal spheres of the child.

Consolidation of the efforts of various specialists in the field of pedagogy, psychology, medicine, parents will provide a system of comprehensive psychological, medical and pedagogical support and effectively solve the problems of a child with disabilities. At school, this organized interaction of specialists should be carried out by a psychological and medical-pedagogical council, which provides comprehensive assistance to a child with disabilities and his parents, as well as an educational institution in resolving issues related to adaptation, education, upbringing, development, and socialization of children with disabilities . The individual educational program of training is approved at a meeting of the psychological, medical and pedagogical council of the school, its implementation is mandatory for all participants in the educational process, including parents.

The fourth condition is scientific and methodological support for school teachers, which is carried out in the following educational forms:

a) As part of training in advanced training courses, it is necessary to consider the specifics of the educational and educational corrective work with children with disabilities; basics correctional pedagogy and special psychology; questions of the features of the psychophysical development of children with disabilities; methods and technologies for organizing the educational and rehabilitation process for such children. Important in this form of increasing the competence of teachers is the use of an activity approach, during the courses, students must develop specific didactic materials, teaching aids etc.

b) Courses based on internship innovative educational sites.

c) Training seminars for educators and leaders, both on the basis of the school and visiting educational institutions in order to master the techniques and methods of working with children with disabilities.

For example, workshops that explored the approaches used in inclusive schools in teaching school subjects such as:

Joint work on the assimilation of educational material.

Teaching strategies for mastering the material.

Differentiation of educational material.

Development of the ability to self-determination.

Designing a modified individual educational program.

Clear, structured presentation of material.

Evaluation of the assimilation of educational material.

Training in the application of acquired skills in real conditions.

Cooperation.

Prevention of unwanted behavior.

Peer support.

d) Joint development guidelines on the organization of correctional and developmental work with children with disabilities. In accordance with the needs of teachers, the development of the following methodological recommendations: "Formation in an educational institution of a tolerant attitude towards children with special needs", "Features of the work of teachers with children with disabilities", "Organization of integrated education for children with disabilities", "Specific work teacher with children with delay mental development"," The specifics of the teacher's work with children with writing disorders.

Instructive meetings with teachers of inclusive classes, at which teachers will get acquainted with the regulations: “On the organization of work with students with visual impairments in a general education institution” (letter of the Ministry of Education of the Russian Federation dated June 4, 2003 No. 27 / 2897-6 ), “On the organization of work with students with a complex defect” (letter of the Ministry of Education of the Russian Federation dated April 3, 2003 N 27 / 2722-6), “On the creation of conditions for the education of children with disabilities and children with disabilities” ( letter of the Ministry of Education of the Russian Federation No. AF-150/06 dated April 18, 2008). At such meetings, it is possible to consider the issues of organizing psychological and pedagogical support for children with disabilities: the timing of the diagnosis by a teacher-psychologist, a speech therapist, the design of a diary of dynamic observation by a subject teacher, the development of individual educational programs for schoolchildren.

f) Individual and group consultations on topics: techniques and methods of constructive interaction with the child, how to form a positive attitude towards school, age psychological characteristics.

g) Problem-creative groups for individual educational areas, for example: "Interactive whiteboard as a resource for improving the effectiveness of education", "Development of critical thinking through reading and writing."

h) Psychological and pedagogical workshop "Inclusive approaches in education", within which the following meetings were held: "Organization educational process in the classroom where children with disabilities study”, “Using a correctional and developmental component in the classroom when teaching children with disabilities”.

The fifth condition - changing the attitude of the public towards persons with disabilities included the following areas:

b) Conduct thematic classes for students primary school:

stereotypes towards people with disabilities; approaches to understanding the problems of disability (traditional, social); barrier-free environment for disabled people (psychological and physical obstacles); joint education of children with disabilities and children without disabilities; language and etiquette in dealing with people with disabilities; conducting class hours on the topic " Famous people with disabilities."

c) Organization of competitions of social projects on the formation of a tolerant attitude towards children with special needs, social volunteer campaigns to collect resources for inclusive education of children with disabilities.

d) Conducting lectures for parents on the topic "What is inclusive education?", "Your child went to school" . Within the framework of the lecture hall, the concept of inclusive education, two models for the problem of disability are considered: medical and social.

e) Organization of thematic group and individual consultations with parents: adaptation to learning at school (readiness of children and parents for learning at school); personality traits of the child that affect learning (age psychological characteristics); "Talk to me" (practical recommendations for communicating with a child with disabilities).

f) Organization of specialized inclusive shifts in summer children's educational and health centers.

g) Carrying out activities of a cultural and leisure nature with the involvement of persons with disabilities as active participants.

The sixth condition is the development of programs for self-improvement and self-development of persons with disabilities. To this end, various programs can be proposed for implementation, such as “Help Yourself”, “Know Yourself”, etc.

The seventh condition purposeful work with a family that brings up a child with disabilities. Family - Primary social institution education. The atmosphere that has developed in the family, the understanding of the specifics of raising a child with disabilities, the established system of relationships in the family predetermines the success of future socio-cultural integration.

Thus, the set of pedagogical conditions presented above will ensure the success of the implementation of the model of an inclusive educational space.

Conclusions on the third chapter

1. Possessing logical integrity, systematicity and organization, pedagogical concepts, due to incomplete meaningful presentation, allow ambiguity in practical use, which often leads to uncontrollability pedagogical processes and reduces the effectiveness of their implementation as a whole.

All this causes an urgent need to highlight the main components of the pedagogical concept, which are mandatory for its identification as scientific theory. In our view, the structure of a “developed” theory should include fundamental concepts and quantities, a system of laws that determine the relationship between them, a set of principles, fundamental constants, idealized objects, as well as procedural components (measurement procedures, predictions, a general interpretation of the main content of the theory ).

Such a structure, productive for formal theories that allow axiomatic construction, turns out to be poorly adaptable to the field of pedagogical science. Taking into account the specifics of the pedagogical concept as a system of scientific knowledge and as a form of presentation of research results should include the following sections: general provisions; conceptual and categorical apparatus; theoretical and methodological foundations; core; meaningful and semantic content; pedagogical conditions effective functioning and development of the studied phenomenon; verification.

2. The general provisions of the pedagogical concept, first of all, focus on understanding its purpose, and therefore, in terms of content, gives general idea about the purpose of the developed concept, its legal and methodological basis, sources of construction, place in the theory of pedagogy and the system of interdisciplinary knowledge, as well as the possibilities and limits of its effective use.

Based on the functional purpose and content of the pedagogical concept, its goal is the theoretical and methodological substantiation of the essence of an inclusive educational space aimed at creating conditions for the socio-cultural integration of people with disabilities.

In addition, general provisions initiate a description of the legal and methodological foundations. To the legal foundations of the developed pedagogical concept, we include regulations in the field of general education and education of people with disabilities, the content of which reflects the need to improve and study certain aspects of the phenomenon under study.

The methodological basis of the pedagogical concept includes a description and description of research methods, interpretation of the leading ideas and principles that form the basis of its content.

3. The conceptual and categorical apparatus determines the language of its constituent theory and is designed to accurately reflect the ontological side of scientific knowledge in the area of the key problem. In our study, we single out the following as key concepts: a person with developmental disabilities, inclusion, educational environment, educational space, inclusive educational space, sociocultural adaptation, sociocultural integration.

4. Under the inclusive educational space in this study refers to a dynamic system of mutual influences and interactions of subjects of socio-pedagogical reality, who are carriers of a certain cultural and subcultural experience, which have a spontaneous or purposeful influence on the formation, existence, development of a person with disabilities as a person; educational influences that ensure the optimal process of their inculturation.

5. The system-forming factor of the inclusive educational space is its integrity, productive interaction, socio-cultural integration.

Sociocultural integration is a process that optimizes the life of a person in the unity of preservation and change, traditions and innovations, socialization and inculturation, internalization and self-realization. In this process, a person not only adapts to existing structures, but also creates new psychological, social and cultural phenomena that act as mediators between a person and society, eventually replenishing the innovative bank of culture and society.

6. As a theoretical and methodological basis for the study of the designated problem, there is a set of relevant methodological approaches, since, firstly, they are designed to study qualitatively different objects in a certain aspect common to them (structural, functional, informational, etc.), and , secondly, they are characterized by the peculiarities of concrete scientific and philosophical knowledge, due to which they are the connecting link of special scientific areas with philosophy.

In this study, we have defined general scientific approaches as methodological approaches: systemic, synergistic, activity, informational, axiological, informational, activity.

In addition, as methodological basis the approaches of the specific scientific level of methodology were used in the work: personality-oriented, differentiated, axiological, integrative, participatory, culturological.

7. The core of the pedagogical concept includes the laws and principles of the pedagogical phenomenon under study, which make it possible to explain its essence and provide the possibility of a theoretical and logical conclusion of all the provisions of the pedagogical concept.

The leading patterns on which the concept of an inclusive educational space is based are: interdisciplinary interaction that determines the construction of an inclusive educational space of such sciences as: philosophy, cultural studies, sociology, computer science, pedagogy, psychology, medicine, etc.; interdependence of socio-cultural integration of people with disabilities and their education system and state policy; interdependence of the processes of adaptation, integration and rehabilitation of persons from an inclusive educational space; interrelation and interdependence of the result of socio-cultural integration of persons with disabilities to their capabilities, conditions.

The revealed patterns are the basis for formulating a system of principles for building an inclusive educational space. The concept of an inclusive educational space for people with disabilities is based on two groups of principles: organizational principles that justify the basic requirements for building a system at different levels, and principles that determine the requirements for the content and process of education of people with disabilities as a correctional educational . The first group of principles includes: complexity, multi-level, equal opportunities, accessibility, diversity, openness, integrity, continuity, productive interaction, integration educational structures. The second group of principles includes: basic education, additional education, humanization, activity orientation; holistic, systematic and dynamic study of the child; unity of diagnostics and correction; self-worth of the individual; self-development of the personality;

professional and personal development of teachers; interaction of institutions and organizations with the family.

8. Content and semantic content is reflected in the model of an inclusive educational space for children with disabilities. When modeling an inclusive educational space, we proceeded from the general trends in the development of education and society as a whole, which we identified theoretical foundations and formulated conceptual provisions.

In the conceptual model of an inclusive educational space that we justified, the author's approach to its construction is revealed, the content of education for people with disabilities is presented, taking into account the structure of the defect and the level of mastery of program requirements (implementation of an individually differentiated approach), the corresponding programs for advanced training and retraining of specialists, describes implementation experimental model inclusive educational space, taking into account a student-centered approach, the principles and directions of work are revealed, the conditions for implementing the model are described; models of educating, developing and socializing spaces are presented that contribute to the construction and enrichment of the content of an inclusive educational space for people with disabilities.

The specific content of the main elements of the model that make up the vertical structure of the space is determined: external factors, internal factors, goals, conceptual foundations, functions, levels of socio-cultural integration, conditions, result, additional components and components characteristic of the space under study are included.

9. Successful implementation of the model of an inclusive educational space for the purpose of socio-cultural integration of persons with disabilities will be ensured by specially created pedagogical conditions:

the need to develop an adaptive educational environment organization of a system of psychological, medical and pedagogical support for a child with disabilities, changing organizational forms and methods of teaching children with disabilities, scientific and methodological support for school teachers, changing public attitudes towards people with disabilities, developing programs for self-improvement and self-development of people with disabilities disabilities, purposeful work with a family that brings up a child with disabilities.

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4.1. Characteristics of the level of socio-cultural integration of children with disabilities A distinctive feature of an inclusive educational space is that the child is in a kind of activity field that harmonizes with the surrounding space and at the same time has a certain autonomy. Thus, an inclusive educational space, on the one hand, depends on the individual, and on the other hand, as a psychological and pedagogical phenomenon, it has invariant characteristics that depend on society.

In the process of implementing the model of an inclusive educational space, we have identified the main ways to implement the idea of socio-cultural integration: conducting comprehensive diagnostic measures for examining children with disabilities; work with parents aimed at preventing developmental deviations, socio-cultural integration of the child; integration of children with disabilities into the surrounding society; implementation of differentiated multi-level education for children with disabilities, which included: the creation of experimental programs for the education and upbringing of children with complex developmental disabilities; creation of a system of classes and lessons with an individually differentiated focus; introduction of educational and social work programs that ensure the socio-cultural integration of children; work with the family, aimed at realizing its co-existential essence and its educational potential; organization of a system of training, advanced training and retraining of teachers of special, general educational institutions and institutions of additional education, aimed at orienting teachers to the socio-cultural integration of children with disabilities.

Following the logic of our study, we conducted a stating experiment, the purpose of which was to identify the level of socio-cultural integration of such children; analysis of the prerequisites for building an inclusive educational space for the purpose of socio-cultural integration into society.

Ascertaining stage experimental work was organized between 2008 and 2009. on the basis of special (correctional) general education institutions in Ulan-Ude (state educational institution "Special (correctional) general education school" of the VIII type; SEI "Special (correctional) general education school" of the I-II type); school of social adaptation of disabled children No. 60;

a center for children's and youth creativity, a republican center for psychological, medical and pedagogical support.

264 children with disabilities participated in the ascertaining part of the study, of which 96 children studied at the SKOU (36.4% of the total number of those surveyed), 132 children studied at the school for social adaptation and children with disabilities (50% of the total number of students). examined), under conditions secondary school– 36 people (13.6% of the total number of subjects); 43 teachers; 160 parents; 226 people - representatives of society (69 people of the working population, 47 pensioners, 78 students, 32 teachers of educational institutions).

Subjects of socio-pedagogical reality (children, teachers, parents, working population, pensioners, students) took part in the study. In the course of the work, we identified areas of research:

1. Studying the possibilities and needs of subjects of education:

Children with disabilities in special (correctional) educational institutions;

Teachers of special (correctional) educational institutions;

Parents with children with disabilities in physical and intellectual development.

2. Studying the attitude of society towards people with disabilities.

In the course of the ascertaining experiment, the following were carried out: the study of children with disabilities; identifying the competencies of parents, studying the features of the educational space in institutions, the level of professional competence of teachers and other employees.

The procedure for the psychological and pedagogical examination of children included: analysis of the effectiveness of correctional, educational and upbringing processes; observation; expert assessment; determination of the level of socio-cultural integration of children with disabilities. Evaluation criteria for socio-cultural integration were psychological and pedagogical indicators. Let us present the evaluation criteria for the levels of socio-cultural integration in Table 4.1.

Table 4.1 - Characteristics of the evaluation criteria for the levels of socio-cultural integration of children with disabilities Evaluation criteria for the socio-cultural integration of children with disabilities Health levels Experience pronounced difficulties in socio-cultural integration due to low demand for it and rejection by society.

Low participate in any activities, have little knowledge of the life of the surrounding society, do not know its components. The child's desire for socio-cultural integration is observed.

However, there are certain difficulties in the socio-cultural Middle integration due to the prevailing negative stereotypes on the part of society.

There is a certain participation in events, knowledge of the life of the surrounding society and its components in accordance with age. Characteristically expressed desire of the child for socio-cultural integration and the desire on the part of society to accept such a child.

High Noted Active participation in events, knowledge of the life of the surrounding society To identify these criteria, we used the following 10 methods.

Methods 1-4 (determining the nature of interaction between teachers and students; determining the nature of relationships with the society of children with disabilities; studying the psychological atmosphere in the team; determining the nature of the relationship between children and parents) were aimed at studying the productivity of the interaction of the studied contingent of children with the immediate social environment (parents, peer group, teachers).

Methods 5-6 (determining the value-oriented unity of the subjects of the educational process; assessing the communicative activity of children with disabilities) involved the study of communicative activity, features of behavior patterns, and the formation of moral and ethical qualities.

Methods 7-9 (assessment of the psychological adaptability of children with disabilities; assessment of their social adaptability; assessment of forms of maladjusted behavior) were used to study the psychological and social adaptability of the studied group of children.

Method 10 (assessment of the socio-cultural integration of children with disabilities) assumed a generalized analysis of the results of all the above methods.

Also, in order to study children with disabilities, we used the methods of participant observation and peer review, analysis of documentation, anamnestic information, activity products, questionnaires, interviews and surveys.

with mothers (47.3%), fathers (22.4%), friends (14.6%). For children studying in a general education school: with parents (58.2%), with friends (32.3%).

Friends (30.1%), mothers (18.3%), grandparents (16.7%) value such children more. Children with disabilities feel comfortable when communicating and cooperating with mothers (42.5%), friends (34.2%), fathers and other persons (14.1%).

In order to identify the nature of the interaction of subjects of education in the team, a survey was conducted. The results of the survey are summarized in Table 4.2.

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To the next question “Where can you most fully express your personality (Where are you interested, where are you appreciated, understood)?” we received the following responses:

SKOU students mainly realize themselves in the circle classes (36.7%), in academic work and campaigns of friends (31.4%);

Students of school No. 60 - in academic work (38.3%), in the family (27.5%), in the company of friends (21.7%);

students of general educational institutions - in the company of friends in the family (23.7%), in educational work (16.1%).

The question “In what matters do school teachers participate on an equal footing with students?”. According to SKOU students, these are: cleaning, circles, sections (62.1%); holidays, festivals (48.9%); sports competitions (40.6%); children from school No. 60: hiking (56.2%), cleaning (27.4%), holidays and festivals (46%); children of general education schools are: cleaning (23.5%), hiking (12.3%), sports competitions (6.9%).

The question "Who can you be honest with?" SKOU students think as follows: with their parents (36.3%), with schoolmates, classmates (32.9%), with school teachers (23.4%); students of school No. 60 - with school teachers (23.2%), with parents (48.6%), with schoolmates, classmates (24.3%); students of a general education school - with their parents (11.6%), with children from the company (7.3%); with a school teacher (7.9%).

“In what areas of life do school students have real rights?”

Answering this question, SKOU students have real rights in the process of organizing leisure (48.3%), in encouraging (16.7%), in organizing educational work(8.6%). Pupils of school No. 60 realize their real rights in the organization of leisure (24.4%), nowhere (13.6%), in encouragement (15.5%), and students of a general education school - in improving the educational process (10.3%) , do not know (12.7%), the organization of educational work (14.8%).

If a teacher has offended a student unfairly, then children from SKOU usually turn to the class teacher (24.1%), while 120.2% will remain silent, and only 17.1% will try to prove their case. As for children from the school of social adaptation of children with disabilities, in this case 27.2% do not know how to behave, 13.8% will prove their case and 13.8% will remain silent. Pupils of a general education school in such situations can respond with rudeness or impudence (15.4%), 18% will remain silent, and only 6.3% will try to calmly prove their own innocence.

The first phrase given was "I want to go to school when...". SKOU students answered as follows: always (54%), when they praise (25%), when I wake up (18%); children of school No. 60 answered that they always (43.1%) when they are praised (32.1%); children from a general education school noted that they always (26.5%), when they wake up (5.3%), at the end of holidays (4.1%).

The second one was reversed compared to the first phrase, “I don’t feel like going to school when…”. Pupils of SKOU answered: when they did not learn their lessons (29.1%), when they scold (28%), when there are few children (17.8%); children of the school for the social adaptation of disabled children answered: when they scold (31.5%), did not learn their lessons (21.2%), on weekends (3.4%); children from a general education school - when they scold (37.1%), when they did not learn their lessons (23.5%).

“The relations between pupils and teachers in our school can be called…” 467% of SKOU students, 89% in school No. 60, and only 14.3% of secondary school students consider good.

In addition, another question was asked: “What systems of relationships in school should be improved?”. SCOU students answered this question as follows: it is worth improving such relations as parents-student (12.5%), teachers-parents (14.2%), student-student (7.4%); children of the school of social adaptation of children with disabilities consider: student - students (23.9%), parents - students (15.2%), teachers - parents (12.1%); and students of a general education school believe: teachers - parents (6.7%), teacher - student (69.7%), parents - students (3.9%).

Pupils of school No. 60 in such situations usually turn to their family (41.3%), friends (23.4%), teacher (26.9%). The response of secondary school students is interesting. In such cases, they appeal to the family much more often (65.2%), to friends (13.2%), to the teacher (43.2%).

The next stage of diagnostics at the ascertaining stage of the study was aimed at identifying the characteristics of the interaction of children with disabilities with society. For this purpose, we used a survey. Below is an analysis of the answers of children with developmental disabilities to the questions.

53,20% 50% 60,00% 45% 50,00% 40,00% 28,90% 27% 21,50% 30,00% 20,00% 10,00%

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Question: Do you have difficulty communicating with other people?

Children studying in SKOU answered that they experience problems in communicating with strangers (26.9%), with teachers (23.1%), with parents and caregivers (7.69%). There are no problems in communicating with their parents (76.92%), educators (73.1%), teachers (61.5%).

The question “What attitude towards yourself do you most often feel from others?” (it was necessary to choose one of the answer options: yes, no, I don’t know).

Children from the school for the social adaptation of children with disabilities: visit strangers (78%), parents (26%); with teachers, friends (23%). There are no problems in communicating with teachers, friends (77%), parents (74%), strangers (22%);

Pupils of a general education school indicated problems with friends (41.2%), with strangers (37%), and with parents (21%). They noted the absence of problems with teachers (90%), parents (78.3%).

Another one was asked interest Ask"Do you often quarrel (come into conflict)?". Children from SKOU quarrel with strangers (23.1%), with educators (11.5%), with teachers (23.1%), but do not enter into conflict relations with parents and friends (84.6%), with educators (76.9%), with teachers (73%). Pupils of school No. 60 quarrel with their parents (24.4%), with educators (15.1%), with teachers and friends (11.1%). They try not to conflict with strangers (94.4%), with teachers and friends (88.9%), with caregivers (84.9%). As for children from general education schools, they quarrel with teachers (18.9%), with strangers and teachers (17.5%), and with parents (13.3%). There was a lack of conflict with friends (87.4%), with parents (86.7%), with teachers and strangers (82.5%).

The question "Would you like to study with healthy students?" Pupils of SKOU expressed their desire to study in the same school with healthy children (23.1%); do not want to study in the same class - 76.9%, in the same school - 57.7%, 23.1% of students found it difficult to answer this question. Children from school No. 60 want to study in the same school, but in different classes with healthy children (63.7%) in the same class (28.1%). 36.3% of children in the same class (71.9%) expressed their unwillingness to study in the same school with healthy children. Pupils of a general education school expressed their desire to study in the same school (25%) and in the same class (22.5%) with normally developing students. We received the following negative answers: they do not want to study together with healthy children in the same school (75%) and in the same class (72.5%).

The question "What worries you the most?" The answers of the pupils of the general education school are as follows: they think about their future life (47%), about their future work (52.3%). 38% of children do not think about their future life, 34.1% of children do not think about their future work. 15.7% of children see no reason to worry about their future work, 13.3% of children about their future life.

Pupils of school No. 60 expressed concern about their future life and work (36%). 53% of the children surveyed try not to think about it. They do not worry about their future life (14.8%), about their future work (9.7%).

Pupils of the SKOU school demonstrated a high level of anxiety:

they are concerned about their future life (83.1%), their future work (76.9%). Only a small percentage of students do not worry about their future work (23.1%), about their future life (16.9%). There were no "I don't know" answers.

The next step of the study was to study the characteristics of the psychological atmosphere in a team in an educational institution. In the process of studying it in the studied educational institutions, we noted the state of the psychological atmosphere in a special (correctional) general educational institution. For example, children from a special school of the VIII type, when assessing polar qualities, most highly noted: satisfaction (8.2%), enthusiasm (7.9%), warmth of relationships (8.5%), cooperation and mutual support (7.6% ).

Students of the school of social adaptation of children with disabilities identified such predominant qualities as friendliness (9.4%), consent (7.8%), cooperation (8.4%), effectiveness (5.8%), entertainment (7.1%). %).

According to the children from the general education school, the state of the psychological atmosphere in the team can be characterized as enthusiasm (9.3%), satisfaction (7.5%), cooperation (7.4%), entertainment (7.3%), effectiveness ( 6.9%).

To understand the essence of the problem, it was significant for us to determine the characteristics of the value-oriented unity of the subjects of the educational process. The definition of the value-oriented unity of the subjects of the educational process is as follows.

The most important for the joint performance of work in children with disabilities studying in SKOU are such qualities as: discipline (88%); industriousness (72%); responsiveness (58%);

attentiveness (45%), fairness (34%).

For children from the school of social adaptation of disabled children, these qualities are: industriousness (41.4%); mindfulness (33%); discipline (31.8%); ability to work with a book (26%); responsibility (24%).

The following qualities were singled out among students of a general education school: diligence (78%), discipline (64.3%), fairness (47.4%).

Characteristics of expert assessment by teachers of social adaptation of children with disabilities. The data of the ascertaining experiment made it possible to distinguish three main groups of children depending on the level of their social adaptation (high, medium, low).

Children with disabilities who have high level social adaptation: they are disciplined, diligent, hardworking, participate with interest in household and collective affairs, often consult with their parents, try to be independent, active, and proactive in completing tasks. The first group is characterized by the ability to correctly set a goal, the desire to do without outside help, awareness of social significance and responsibility, and the presence of one's own opinion. With regard to creative activity and its results, they have the ability to clearly plan and control their work, to bring the work they have started to the end, overcoming difficulties and inconveniences. These children have an inherent need for self-education; awareness of their shortcomings and work to overcome them.

In the group of children with disabilities with an average level of social adaptation, these qualities are less stable.

Representatives of the second group do not always know how to correctly set a goal and do not realize the means of achieving it, the desire to do without outside help is not partially realized, such children cope with the assigned creative work with the help of tasks by analogy, they only contribute to it individual elements creativity, but on their own almost do not try to find a solution. Diligence is manifested in them out of necessity, often they participate in events only because others participate in them. They do not study to the full extent of their abilities, sometimes they violate discipline and try to evade household duties. They require systematic supervision by teachers and parents. They do little self-education.

Their self-control and sense of responsibility are poorly developed. They can quit the task at the first difficulty, the pace of their work is low, they constantly need a hint, detailed instructions, guardianship. These children often violate discipline, study without much desire.

The third group included children with disabilities with a low level of social adaptation, where the basic skills necessary for independent creative activity are insufficient or absent. Most often, they need efforts to achieve their goal.

Independence and initiative in their work are rare. Basically, these are passive performers of specific assignments and tasks that do not require much effort and independence.

Let's present the distribution of groups of children with disabilities by levels of social adaptation in Table 4.3.

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Preparation of children with disabilities for life takes place in certain socio-cultural conditions. In this regard, it is of great importance to familiarize the individual with culture, its values and norms, which ensures that a person fulfills social roles. Therefore, in the educational space of the school, much attention is paid to the additional education of children.

Let's imagine the percentage of visits to circles and sections of children with disabilities in various educational institutions in diagram 4.2.

53,00% 60,00% 42% 50,00% 40,00% 30,00% 12,80% 20,00% 10,00%

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Figure 4.2 – Supplementary education for children with disabilities In the conditions of a general education school, the coverage of such children with additional education is 53%.

These indicators characterized the orientation of the educational process to a greater extent learning activities. At this stage, productive interaction between students and teachers was formed at a low level, classes in various circles and sections were not welcomed both in the institution itself, especially outside them. Institutions were characterized by closeness, lack of understanding of the importance of establishing productive interaction with institutions and organizations, fear of society.

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To identify differences between groups of students from the NKOU, the school for social adaptation of disabled children and the general education school in terms of their level of sociocultural adaptation and sociocultural integration, homogeneity criterion 2 was used, which was calculated by the formula

– – –

As a result of statistical analysis, we revealed statistically significant differences between students from different educational institutions in terms of a high level of sociocultural integration: there are more students at a social adaptation school with a high level of sociocultural integration than in a special (correctional) educational institution (p 0.01).

Statistically significant differences were found between students of the school of social adaptation of children with disabilities and the secondary school in terms of the level of sociocultural adaptation and sociocultural integration.

Pupils of SKOU and schools of social adaptation of children with disabilities differ from each other in all levels of their socio-cultural integration. The difference was found in terms of socio-cultural integration” (p 0.01).

Significant differences between students from SKOU and general education school can be traced across all low and middle levels: the indicator of socio-cultural integration is higher for students from general education schools than for children from SKOU (at the low level (p 0.01).

So, the level of socio-cultural integration of children with disabilities depends on external and internal factors. Internal factors include the structure of primary and systemic deviations in development, the degree of their manifestation; to the external factor - socialization, the level of socio-cultural integration.

Children studying in SKOU, for the most part, have low level sociocultural integration. It is due to the specifics of the socio-cultural environment of a special (correctional) educational institution, which is characterized by the limited social contacts of students with the outside world. In the school of social adaptation of children with disabilities, the socio-educational and cultural space developed by school teachers ensures the presence of a significant number of students with an average level of socio-cultural integration, although more than a quarter of children experience difficulties in socio-cultural integration. They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for socio-cultural integration and rejection by society. As for students in general education institutions, the number of students with a high level of socio-cultural integration obviously dominates. Undoubtedly, this circumstance is an indicator of the effectiveness of the education of children with disabilities in a mass school.

The level of socio-cultural integration of children with disabilities depends on external and internal factors. Internal factors include the structure of primary and systemic deviations in development, the degree of their manifestation, external factors include socialization, the level of sociocultural integration.

They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for socio-cultural integration and rejection by society.

So, the analysis of the data of the ascertaining experiment showed that in the characteristics of the contingent of children with disabilities, both general and specific signs are observed and distinguished.

Children studying in the SKOU and the school for social adaptation of children with disabilities experience pronounced difficulties in socio-cultural integration.

They are not sufficiently adapted and integrated into the surrounding society because of their own low need for socio-cultural integration and rejection by society.

The study of SKOU teachers showed insufficient activity of teachers, who, due to a number of circumstances: insufficient education (only 13% of specialists have higher defectological education), qualifications ( highest category assigned to 24% of specialists, the first category - 37%), financial problems (mainly teachers with long work experience work in correctional institutions - 45%, many specialists of retirement age - 21%, young specialists rarely stay in schools due to low salaries and heavy workloads ), the system of productive interaction at different levels does not function well. All these indicators impede the socio-cultural integration of children with disabilities.

A study of families of children with disabilities demonstrated in a number of cases a low level of their educational potential, isolation from the surrounding society (46.7%).

The attitude of society towards people with disabilities shows us in most cases indifference (53-82%), sometimes complete rejection and aggression (20-43%); in rare cases - empathy, interest, support (2-6%) in different age and social groups Oh.

Out of 56 teachers of general education institutions and institutions of additional education (89%) believe that children with disabilities need medical care, in help public services, special organizations, completely, excluding the possibility of their own participation in the process of education of this category of persons. They see the reasons for their own indifference in the fact that they are not familiar with the specifics of working with such children; did not encounter them, although sometimes in educational institutions such children occur (95%).

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Timofeeva I.V. (Ekaterinburg)

Timofeeva Irina Vladimirovna

Candidate of Pedagogical Sciences, Head. Department of Theory and Methods of Adaptive Physical Culture of the Ural state institution physical education, doctoral student of the Ural State Medical Academy.

Annotation. a theoretical and analytical review of domestic and foreign scientists in the field of the subjective approach through the prism of the relationship "parents-children" is presented.

Keywords: child with disabilities, subject of life, socialization, subjective approach.

The feeling of well-being is very significant for the subjective world of the individual. It is no coincidence that the concept of "well-being" is central to the definition of health given by WHO. Well-being is driven more by self-esteem and a sense of social belonging than by biological bodily functions. It is connected with the realization of the physical, spiritual and social potentials of a person. Many factors of social and psychological nature influence the awareness and understanding of one's own healthy and diseased state. Among the most significant is the psychological competence of the individual. The latter is due to the peculiarities of the psychological culture of the society and ethnic group to which the individual belongs. The experience of one's health or illness is very significant in the context of a person's general self-esteem, in determining his "life line", "life plan", "life style".

An important role in the formation of the personality of a disabled child, able to successfully integrate into society, is played by his parents. The family in the early, most important for further development, stages of life is the only, and later one of the most important social groups in which the individual is included. In terms of the strength and depth of its specific impact on the child, the family is the most important factor and a necessary condition for the positive development of the individual. At the same time, in fact, any family is a “protective capsule” for a person from the transformations taking place in society. According to L. Stolyarenko, the family is designed to optimally meet the needs for self-preservation and self-affirmation of each of its members. The family creates in a person the concept of home not as a room where he lives, but as feelings, sensations, where they wait, love, understand, protect.

The family's perception of a disabled child is determined mainly by society's dominant ideas about disability, as well as by the specifics of direct everyday communication with the child, which is not always positive. Therefore, often the actual problem of the family of a child with disabilities is the normalization of interpersonal relations in it. This is especially true of the relationship between parents and children. Parental attitude is defined as a system of various feelings towards the child, behavioral stereotypes practiced in communication with him, features of perception and understanding of the nature, personality of the child, his actions.

Child-parent relationships in families with children with disabilities are an extremely complex problem. The success of the socialization of such a child directly depends on the adequate parental attitude towards him. A.I. Antonov notes that "the family is created by the relationship of parents-children ...". Features of the relationship of the child with others, as secondary complications of the main defect, according to L.S. Vygotsky, are more amenable to correction than primary violations. The social relations of such a child L.S. Vygotsky, as well as other researchers (V. Vishnevsky, T. Dobrovolskaya, V. Karvyalis, M. Kuzmitskaya, N. Lurie, R. Mayramyan; G. Mishina, M. Semago, E. Yarskaya-Smirnova) consider as the most important factor development of his personality. From the position of L.S. Vygotsky: "... from the collective behavior, from the cooperation of the child with the people around him, from his social experience, higher mental functions arise and take shape", "the degree of his defectiveness and normality depends on the outcome of social compensation, that is, the final formation of his personality as a whole."

The process of "normal", "healthy" development, carried out through the complication of the systemic organization of a person, goes along the path of sovereignization of his personality. A person, self-determining, maintaining and shaping his identity, thus forms a way of life, fastening and dynamizing it through the reconstruction of elements or their sufficiently pronounced significant change.

Becoming a sovereign personality, a person gets the opportunity to change his lifestyle, thereby stimulating the further development of both himself and his own world. However, this possibility turns into reality only under the condition of a full-fledged life in the early stages of the ontogeny of the combined psychological system “child-adult” (L.S. Vygotsky), in which, through the event community (V.I. Slobodchikov), new qualities are generated that determine the future development of the emerging multidimensional world of man.

In the works of V.E. Klochko considers the sovereignization of the child as a result of joint activities with an adult who supports, protects, setting the zone of proximal development of the experience of freedom and responsibility. In this zone, there is a transition from subordination to self-realization as a form of self-organization. “Internally” sovereignty is a growing ability of a person to “master himself”, based on the value-semantic coordinates of his own life world. The result of sovereignization, therefore, is the birth of a person's ability to self-organize.

The most important sign of sovereignty is value consciousness. Therefore, the task of the closest environment of children (including parents, psychologists and teachers) is to contribute to the formation of the value consciousness of a maturing personality, which manifests itself already in adolescence. It is this that makes it possible to determine the image of the world as a way of life after graduation from school. “It is assumed that the school has formed an image of the world, a more or less complete picture of the world in which a person will have to live,” and, graduating from school, a person will be able to form his own way of life. The reason for the change in lifestyle is the openness of a person, as a systemic characteristic. With a distorted development of a person as a system with a “limited” openness, the sovereignization of his personality becomes very limited or impossible.

A.V. Brushlinsky calls a person "the creator of his history, the arbiter of his life path". This means the ability to “initiate and initially carry out practical activities, communication, behavior, cognition, and other types of specific activity, to achieve the necessary results. The specificity of the subject is constant self-improvement, resolving contradictions between what he himself is (goals, motives, claims, etc.) and objective social factors. In the process of resolving this contradiction, the subject develops a certain way of organizing his life. A person as a subject of life activity is a subject of changes and development of the basic conditions of his being. A person as a subject is able to turn his own life activity into an object of practical transformation, related to himself, to evaluate the methods of activity, to control the course and results. In this sense, as B.G. Ananiev, "a person is a product of education not to a lesser, but perhaps to a greater extent than a product of the social environment in the narrow sense of the word - the immediate conditions of a person's life in the immediate social environment" .

IN AND. Stepansky believes that it is necessary to consider the concept of "subject" from the point of view of subjectivity as a unique property of a person. Subjectivity is not an innate property; it is formed in the course of a child's ontogenesis in the presence of an appropriate social environment. The scientist offers a diagram of the process of formation of subjectivity, represented by three lines of formation. According to V.I. Stepansky, subjectness is “a reflexive consciousness of oneself, firstly, as a physiological individual (somatic self); secondly, as a social being (social I); thirdly, as an individual, characterized by its own mental world (mental I).

N.Ya. Bolshunova identified three types of child subjectivity. The first type is determined by the dominance of subjectivity in relation to oneself and is characterized by awareness of one's "I" in the process social interaction with other people (adults, children), awareness of the value of self-development, the activity of the child in determining their own goals of self-development, the activity of the child in determining their own goals of self-improvement. The second type - the dominance of subjectivity in relation to oneself in relation to other people - is characterized by the knowledge of the personality of another person in the process of social experimentation, the development of various forms of social interaction, the development of the child's independence as the ability to resist the influence of other people in achieving the goal. The third type is determined by the integration of two trends in the development of the child's subjectivity (subjectivity in relation to oneself and subjectivity in relation to other people) and is characterized by the development of the child's ability to be a subject in a social situation of interaction as a whole.

According to V.V. Khalikova modern conditions create mobile, variable relationships between the child and parents, the nature of the development of which is determined to a large extent by the child himself, by the subjective position. In the interaction between the child and parents, it is often the child who builds and shapes the direction of this interaction, taking an active subjective position or accepting himself as manipulation by adults and parents. Educational and other influences directly aimed at the child's personality can be effective only when they are mediated by the child himself. Moreover, mediation here acts not only as an understanding, acceptance of them by the personality, but also as a counter activity of the child as a subject, as an expression of her subjective position. Accordingly, the priority task of education is development, the correct orientation of the subjective position, which implies not passive expectation, but active actions while relying on oneself, one's own potential for personal development.

From positions existential psychology"to be subject own life” means that a person “chooses” his being. YES. Leontiev, supporting the point of view of R. May, notes: “Only in relation to a specific situation of activity, interaction, relationship can we talk about whether in this case the individual acts as a full-fledged subject of this relationship or not” . Genesis, writes Z.I. Ryabikin, appears as an external cause that determines the formation of the personality and its functioning, at the same time, the space of being of the personality is directly included in its organization.

In the works of V.V. Znakov notes the importance in the studied aspect of the socialization of the subject and personality of the “narrative principle”, which determines the combination of “reflection by the subject of perceived fragments of objective reality and the generation, construction of new realities by him” . According to R.M. Shamionov, the formation of reality for the individual is an essential moment of its socialization, since both the generation of reality and the realization in it lead to a new level of gaining social and personal experience.

Successful socialization, - as A.V. Mudrik, - suggests "effective adaptation of a person in society, on the one hand, and on the other hand, the ability to resist society to a certain extent, part of those life collisions that interfere with his self-development, self-realization, self-affirmation" . Consequently, the successful socialization of the individual in society is inextricably linked with the degree of its individualization, the actual autonomy from the prescriptive control and pressure of society. The level of a socialized individual is in relation to the nature of development, the formation of personality traits, and, as K.A. Abulkhanova-Slavskaya, education, self-education, self-improvement. According to R.M. Shamionov, being is a source of new needs and an instance of personality, in which its essential characteristics are objectified. The external situation in relation to the personality is not determining in it until it becomes existential, i.e. experienced by her. At the cognitive level of personality socialization, an important role is played by the "mental model". E.A. Sergienko considers the model of the mental in psychological mechanism socialization of the child. In his studies, E.A. Sergienko outlined First stage early isolation of oneself (child) from the surrounding world and the beginning of interactions with the Other as a level of primary subjectivity; awareness of one's mental and the consequences of one's own actions and interactions with others - the level of the agent; the separation of one's mental model from the model of another, the comparison of these models and the ability to influence the mental model of another person - the level of a naive subject.

The most significant ability that allows a child to overcome the difficulties of socialization is the ability to expand the boundaries of the space of life. In order to ensure the possibility of expanding the boundaries of the space of life of a disabled child, it is necessary to take into account the logic of his natural development, based on the satisfaction of basic needs. Otherwise, the child does not develop the ability to control the events happening to him, which can lead to "learned helplessness", blocking or deforming social adaptation. The natural line of development of the child involves the consistent satisfaction of needs as they arise. The ability to expand the boundaries of the space of life activity can be formed if the child has such a basic quality as autonomy.

The concept of "independent life" in the conceptual sense implies two interrelated points. In the socio-political sense, independent life is the right of a person to be an integral part of the life of society and to take an active part in social, political and economic processes, it is freedom of choice and freedom of access to residential and public buildings, transport, means of communication, insurance, labor and education . Independent living is the ability to determine and choose, make decisions and manage life situations. In a socio-political sense, an independent life does not depend on the compulsion of a person to resort to outside help or aids necessary for his physical functioning.

Autonomy and freedom of the individual in psychological aspect, according to K.G. Jung, in their formation are based on the processes of perception and apperception, thinking, evaluation, anticipation, will and attraction. It is the desire for an “autonomous mental complex” that forms the basis of personality development. The idea of a person's desire for autonomy and independence through overcoming the "inferiority complex" in his personal development belongs to the founder individual psychology A. Adler. It is he who owns the aphorism: "To be a full-fledged person, one must have an inferiority complex." A. Adler's studies reflect the compensatory possibilities of the psyche of a child with physical defects. A. Adler makes a very important conclusion that the idea of insufficiency in a person passes from the biological plane to the psychological one. “It doesn’t matter if there is actually any physical disability. It is important that the person himself feels about this, whether he has a feeling that he is missing something. And he will most likely feel that way. True, it will be a feeling of insufficiency not in something specific, but in everything ... ". This statement by Adler is the key to the theory of compensation for a defect in the abnormal development of a child. However, emphasizing the role of a person's self-perception of his defect in his further mental development, the author tries to show that the "feeling of insufficiency" in a child is a determining factor in his further mental development.

Modern psychological research show that the ability of a person to become the subject of his activity and life lies in the fact that social and biological features are increasingly beginning to be integrated in him, his natural principle is taken into account as the most important human condition. A.V. Brushlinsky wrote that the unique integrity of the natural and the social is the essence of man and his psyche, revealing itself in a dialectical unity. The more natural originality is denied, the more it makes itself felt, but not in its healthy, but in a distorted, diseased state. Conversely, the more natural and social are integrated, the more free a person becomes, considering, understanding, accepting and, in the end, possibly compensating for his limitations.

NOT. Kharlamenkova, considering the problem of natural and social in the theories of social determination of the development of the psyche, sees the third element in the opposition "natural - social" - compensation. In a series of studies by N.E. Kharlamenkova revealed the manifestation of compensatory mechanisms in such life situations, which are insurmountable for a person, i.e. in situations in which, for various reasons, there is a deficiency of a particular function. The acceptance by a person of his natural features leads to compensatory effects, but not always, but only in the case when the subject carries out intensive internal work, expressing his experiences in the form of a conscious internal conflict, or in the form of a certain need state.

The experience of other scientists (I.A. Kiseleva, for example) shows that with a variety of bodily defects, the adequacy of the subject's behavior reveals itself not in fixation on them, or in their denial, but in the acceptance, appropriation, integration of trauma., and as a result, in the ability to understand their limitations, thereby discovering new opportunities, opening up new perspectives for themselves, and often compensating for the symbolized shortcomings.

The effectiveness of compensation is largely determined by the nature of the interpersonal relationship of the disabled person with the immediate environment. Participation, mutual assistance, emotional support, understanding, tolerance, etc. are powerful psychological means of revealing the potential of a person, strengthening self-confidence, restoring a positive attitude towards oneself. The feeling of spiritual and social well-being is based on the realization of one's need for someone or something, as well as on a clear understanding of one's own independence and autonomy. This gives rise to a sense of meaningfulness of existence and security in a person. The latter is connected with the idea of a minimum degree of guaranteed security and self-confidence. A sense of meaningfulness includes the presence of clear and achievable goals, a sense of control over ongoing events, and the worthlessness of the efforts spent. According to N.E. Kharlamenkova, the concept of "paradox" denotes the special status of the subject and its development in comparison with the specificity of individual and personal development. “This originality is manifested in the expansion of human capabilities through the implementation of not one or two, but simultaneously several multi-level resources, the integration of which in itself is capable of creating new realities and new strategies for interaction, and also in the fact that the initiator of resolving the paradox is the subject himself. The ability to create a paradoxical situation and make a choice in it is essential characteristic subject".

Psychological studies of children show that the factors influencing the formation of the child's psyche are contradictory: in one case they contribute, in the other they hinder the optimal development of the child's personality. The behavior of the child and his personal characteristics are determined not only by real conditions family life, but also their perception, the degree of internal activity of the child. It is easy to see that serious illnesses and injuries leading to disability, one way or another, test the strength of family relationships as a structure of a person's living space. Of course, situations are possible in which the subject is able to experience a sense of well-being even in the face of serious violations in the structure of interpersonal relationships, including family ones. But this, most likely, can speak of the pathology of the personality when its semantic sphere and system of value orientations are deformed. Socio-psychological well-being and the factors determining it largely coincide in their content with the very popular today term “quality of life”, which is understood as a characteristic of the degree of comfort in meeting human needs. The quality of life is a common characteristic of different aspects of life. A special side of the quality of life is made up of such characteristics of the subject as the state of the individual, allowing her to relatively painlessly overcome the various oppositions of the external world, adequately solve the tasks set, the ability to be everything that she is able to become (self-realization), the ability to be in physical and mental balance with nature, social environment and with oneself.

Acting as a subject of social interaction, the child independently chooses a strategy of behavior in relations with parents, in various conditions of life. Active, purposeful, conscious and coordinated with the efforts of parents, the child's actions contribute to his successful inclusion in the World. Therefore, the creation of favorable socio-psychological conditions for the development of the subject position of the child ensures not only the disclosure of his inner potential, including the ability to make independent responsible decisions in situations of self-determination, the ability to actively and consciously interact with the social environment, with parents, defending their own independence and individuality, but also its successful functioning and development in interaction in the family, in the social environment.

The subject's need for autonomy means the need for choice and self-determination of one's own behavior. This is a universal need to feel like a doer, initiator, cause of one's own life and act in harmony with one's integrated Self. At the same time, to feel autonomous in one's behavior, one's life does not mean being independent from others. There are many forms and ways of supporting autonomy, as well as its frustration and parental control. If controlling parents force the child to act in the direction of achieving a certain result, including various pressure mechanisms, solving the problem for the child, considering it from the point of view of the parent, and not the child, then parents who support autonomy take into account the position of the child, allow him to solve problems on his own, try to support his initiatives .

In a number of foreign studies, the problem of the relationship between parental support for autonomy and the peculiarities of their children's motivation, psychological well-being, learning and educational achievements has been carefully analyzed. Summarizing these studies, it can be stated that the support of autonomy plays an important role in maintaining the optimal development of children, as well as their adaptation to life. In a study by J. Williams and colleagues, it was shown that adolescents who perceived their parents as supporting their (teenagers) autonomy were more likely to strive for the implementation of internal goals, such as personal growth, building meaningful relationships and helping people in need. help, compared with the pursuit of external goals such as wealth, fame and good looks. In addition, parental support for adolescent autonomy was a negative predictor of TV viewing time, alcohol and marijuana use, and sexual involvement. Research on the role of parental support for autonomy was carried out not only in the United States, but also in Canada (M. Joussemet,), Russia (V.I. Chirkov), Israel (A. Assor, G. Roth) and other countries. They provide strong evidence of the importance of supporting autonomy in raising a child to maintain and develop their intrinsic motivation and psychological well-being.

Thus, subjectivity is associated with the implementation of one's own choice, the presence of clearly defined goals, with the manifestation of activity in planning and building one's own life, the ability for self-actualization, self-development and self-building. Subjectivity is a formation that undergoes various metamorphoses in the process of personality socialization. Creating favorable conditions for the development of the subject position of a child with disabilities will ensure not only the disclosure of the child’s internal potential, including the ability to accept independent solutions in situations of self-determination, the ability to actively and consciously interact with the social environment, with parents, defending their own independence and individuality, but also its successful functioning and development in interaction in the family, in the social environment.

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In modern Russian pedagogy, the ideas of creating a favorable, natural environment for the development of each child are reflected in the study of the possibilities of improving the traditional system of education and upbringing of children with developmental disabilities, as well as in the design of a special educational space for a child with disabilities . This circumstance necessitates the search for innovative ways of organizing education, which, first of all, should be aimed at the socio-cultural integration of children with disabilities. One of the ways to solve this problem is to model an inclusive educational space for the purpose of their successful socio-cultural integration. The article analyzes the main results of the ascertaining stage of empirical research within the framework of designing an inclusive educational space, which revealed some regularities in the results of the education of children with disabilities and their dependence on the nature and content of the social and educational environment of the institution, the attitude of society towards such persons. and the level of interaction between institutions of various departments in solving this problem.

sociocultural integration

sociocultural adaptation

inclusive educational space

children with disabilities

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5. Tsyrenov V. Ts. Socio-pedagogical adaptation of children with disabilities in educational activities: on the example of a home-based school: dis. … cand. ped. Sciences / V. Ts. Tsyrenov. – Ulan-Ude, 2006.

A distinctive feature of an inclusive educational space is that the child is in a kind of activity field that harmonizes with the surrounding space and at the same time has a certain autonomy. Thus, an inclusive educational space, on the one hand, depends on the individual, and on the other hand, as a psychological and pedagogical phenomenon, it has invariant characteristics that depend on the society.

Following the logic of our study, we conducted a stating experiment, the purpose of which was to identify the level of socio-cultural integration of such children, to analyze the prerequisites for building an inclusive educational space for the purpose of their socio-cultural integration.

The ascertaining stage of the experimental work was organized in the period from 2010 to 2011. on the basis of special (correctional) educational institutions; school of social adaptation of disabled children No. 60; distance learning center; a center for children's and youth creativity, a republican center for psychological, medical and pedagogical support.

In the ascertaining part of the study, 264 children with disabilities participated, of which 96 children studied in the SKOU (36.4% of the total number of students surveyed), in the school of social adaptation and children with disabilities - 132 people (50% of the total number of subjects), in the conditions of a general education school - 36 people (13.6% of the total number of subjects); 43 teachers; 160 parents; 226 people - representatives of society (69 people of the working population, 47 pensioners, 78 students, 32 teachers of educational institutions).

In the course of the work, we have identified areas of research.

1. Studying the opportunities and needs of the subjects of education.

2. Studying the attitude of society towards people with disabilities.

The procedure for psychological and pedagogical examination of children included: analysis of the effectiveness of correctional, educational and upbringing processes; observation; expert assessment; determination of the level of socio-cultural integration of children with disabilities. The evaluation criteria for socio-cultural integration were the psychological and pedagogical indicators developed by us at the stage of the theoretical study of the problem.

To highlight these criteria, we formed a battery of research methods, including 10 methods.

Initially, we identified the characteristics of the relationship of children with disabilities with their parents and loved ones (method "Ladder"). The study showed that the frequency of communication in children from special schools is more observed with brothers and sisters (25.9%), with mothers (20.7%), with fathers (18.7%). For children from home school: with mothers (47.3%), fathers (22.4%), friends (14.6%). For children studying in a general education school: with parents (58.2%), with friends (32.3%).

In order to identify the nature of the interaction of subjects of education in the team, a survey was conducted. The results of the survey are summarized in Table 1.

Table 1

Preferences of students in interaction with the subjects of education

	teachers	Parents	Other persons
Which adult should be invited on a camping trip?
Who is an example for you?

School of Social Adaptation of Disabled Children
Comprehensive school

To the next question “Where can you most fully express your personality (Where are you interested, where are you appreciated, understood)?” we received the following responses:

Students of SKOU mainly realize themselves in the classroom (36.7%), in academic work and in the company of friends (31.4%);

Students of school No. 60 - in academic work (38.3%), in the family (27.5%), in the company of friends (21.7%);

Students of general educational institutions - in the company of friends (29.2%), in the family (23.7%), in educational work (16.1%).

Question: "In what cases do school teachers participate on an equal footing with students?" According to SKOU students, these are: cleaning, circles, sections (62.1%); holidays, festivals (48.9%); sports competitions (40.6%); children from school No. 60: hiking (56.2%), cleaning (27.4%), holidays and festivals (46%); children of secondary schools, these are: cleaning (23.5%), hiking (12.3%), sports competitions (6.9%).

The question "Who can you be honest with?" students consider SKOU as follows: with their parents (36.3%), with schoolmates, classmates (32.9%), with school teachers (23.4%); students of school No. 60 - with school teachers (23.2%), with parents (48.6%), with schoolmates, classmates (24.3%); students of a general education school - with their parents (11.6%), with children from the company (7.3%); with a school teacher (7.9%).

“In what areas of life do school students have real rights?” Answering this question, SKOU students have real rights in the process of organizing leisure (48.3%), in encouraging (16.7%), in organizing educational work (8.6%). Pupils of school No. 60 realize their real rights in the organization of leisure (24.4%), nowhere (13.6%), in encouragement (15.5%), and students of a general education school - in improving the educational process (10.3%) , do not know (12.7%), the organization of educational work (14.8%).

If a teacher unfairly offended a student, then children from SKOU usually turn to the class teacher (24.1%), while 120.2% will remain silent, and only 17.1% will try to prove their case. As for children from the school of social adaptation of children with disabilities, in this case 27.2% do not know how to behave, 13.8% will prove their case and 13.8% will remain silent. In such situations, students of a general education school may respond with rudeness or insolence (15.4%), 18% will remain silent, and only 6.3% will try to calmly prove their own innocence.

“The relationship between students and teachers in our school can be called...” good, according to 467% of the students of the NKOU, 89% of the school number 60 and only 14.3% of the students of the general education school.

Next, we found out who school students can turn to in difficult times. Children from SKOU - to the teacher (43%), to the educator (61%), to the family (16.7%). School No. 60 students in such situations usually turn to family (41.3%), friends (23.4%), teacher (26.9%). The response of secondary school students is interesting. In such cases, they appeal to the family much more often (65.2%), to friends (13.2%), to the teacher (43.2%).

Question: “What attitude towards yourself do you most often feel from those around you?” (it was necessary to choose one of the answer options: yes, no, I don’t know).

53.2% of SKOU students, 50% of students of general education institutions and 45% of disabled children studying at home school feel indifferent to themselves. These data confirm the truth of the system of relations existing in society towards such citizens as a whole.

Question: Do you have difficulty communicating with other people?

Children studying in SKOU answered that they have problems in communicating with strangers (26.9%), with teachers (23.1%), with parents and caregivers (7.69%). They have no problems in communicating with their parents (76.92%), educators (73.1%), teachers (61.5%).

Children from the school for the social adaptation of children with disabilities: are with strangers (78%), with their parents (26%); with teachers, friends (23%). There are no problems in communicating with teachers, friends (77%), parents (74%), strangers (22%).

Pupils of a general education school indicated problems with friends (41.2%), with strangers (37%), and with parents (21%). They noted the absence of problems with teachers (90%), parents (78.3%).

Question: Would you like to study with healthy students? Pupils of SKOU expressed their desire to study in the same school with healthy children (23.1%); do not want to study in the same class - 76.9%, in the same school - 57.7%, 23.1% of students found it difficult to answer this question. Children from school No. 60 want to study in the same school, but in different classes with healthy children (63.7%), in the same class (28.1%). (36.3%) children in the same class (71.9%) expressed their unwillingness to study in the same school with healthy children. Pupils of a general education school expressed their desire to study in the same school (25%) and in the same class (22.5%) with normally developing students. We received the following negative answers: they do not want to study together with healthy children in the same school (75%) and in the same class (72.5%).

Question: What worries you the most? SKOU students demonstrated a high level of anxiety: they are concerned about their future life (83.1%), their future work (76.9%). Only a small percentage of students do not worry about their future work (23.1%), about their future life (16.9%). There were no “I don't know” answers.

Students of the school of social adaptation of disabled children identified such prevailing qualities as friendliness (9.4%), consent (7.8%), cooperation (8.4%), effectiveness (5.8%), entertaining (7.1%) %).

According to children from a secondary school, the state of the psychological atmosphere in the team can be characterized as enthusiasm (9.3%), satisfaction (7.5%), cooperation (7.4%), entertainment (7.3%), efficiency (6.9%).

Let us present the distribution of groups of children with disabilities by levels of social adaptation in Table 2.

table 2

Levels of social adaptation of children with disabilities

		School No. 60 (%)

The preparation of children with disabilities for life takes place in certain socio-cultural conditions. In this regard, it is of great importance to familiarize the individual with culture, its values and norms, which ensures that a person fulfills social roles. Therefore, in the educational space of the school, much attention is paid to the additional education of children.

Imagine the percentage of visits to clubs and sections of children with disabilities in various educational institutions. We see initially low rates of involvement in the system of additional education of children with disabilities studying in the SKOU (12.8%) and the school for the social adaptation of children with disabilities (42%), while in the context of a general education school, the coverage of such children with additional education is 53%.

These indicators characterized the focus of the educational process to a greater extent on educational activities. At this stage, productive interaction between students and teachers was formed at a low level, classes in various circles and sections were not welcomed both in the institution itself, especially outside them. Institutions were characterized by closeness, lack of understanding of the importance of establishing productive interaction with institutions and organizations, and fear of society.

Characteristics of socio-cultural adaptation and socio-cultural integration of children with disabilities.

A generalized analysis of the study of sociocultural adaptation and sociocultural integration of children with disabilities made it possible to present its generalized characteristics (see Table 3).

Table 3

Characteristics of the initial level of socio-cultural integration of children with disabilities

		School No. 60

To identify differences between groups of students from the NKOU, the school of social adaptation of disabled children and the general education school in terms of their level of sociocultural adaptation and sociocultural integration, the homogeneity criterion c2 was used, which was calculated by the formula

where is the volume of each of the EG levels, is the volume of each of the CG levels.

Table 4

Comparative characteristics of the levels of socio-cultural integration of children with disabilities Homogeneity criterion c2

Reliability (p)

Children studying in SKOU, for the most part, have a low level of socio-cultural integration. It is due to the specifics of the socio-cultural environment of a special (correctional) educational institution, which is characterized by the limited social contacts of students with the outside world. In the school of social adaptation of children with disabilities, the socio-educational and cultural space developed by school teachers ensures the presence of a significant number of students with an average level of socio-cultural integration, although more than a quarter of children experience difficulties in socio-cultural integration. They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for socio-cultural integration and rejection by society. As for students in general education institutions, the number of students with a high level of socio-cultural integration obviously dominates. Undoubtedly, this circumstance is an indicator of the effectiveness of the education of children with disabilities in a mass school.

Children studying in the SKOU and the school for the social adaptation of children with disabilities experience pronounced difficulties in socio-cultural integration. They are not sufficiently adapted and integrated into the surrounding society, due to their own low need for socio-cultural integration and rejection by society.

A study of families of children with disabilities demonstrated in a number of cases a low level of their educational potential, isolation from the surrounding society (46.7%).

The attitude of society towards persons with disabilities shows us in most cases indifference (53-82%), sometimes complete rejection and aggression (20-43%); in rare cases - empathy, interest, support (2-6%) in different age and social groups.

Out of 56 teachers of general educational institutions and institutions of additional education (89%) believe that children with disabilities need medical care, help from government services, special organizations, completely excluding the possibility of their own participation in the education process of this category of people. They see the reasons for their own indifference in the fact that they are not familiar with the specifics of working with such children; did not encounter them, although sometimes such children are found in general educational institutions (95%).

Thus, the results of the ascertaining experiment showed that educational institutions, teaching children of this group, and the surrounding society do not interact enough with each other, although they function in the same time and educational space. Modern system special education is not able to fully provide opportunities and create optimal conditions for the full socio-cultural integration of children with disabilities into society, into public life.

Reviewers:

Dugarova T. Ts., Dr. of Psychology. Sciences, Associate Professor, Head. Department of Developmental and Pedagogical Psychology, Buryat State University, Ulan-Ude.

Vaganova V. I., dr ped. Sciences, Professor, Vice-Rector of the Republican Institute of Personnel Management and Education, Ulan-Ude.

Bibliographic link

Tsyrenov V.Ts. CHARACTERISTICS OF THE LEVEL OF SOCIO-CULTURAL INTEGRATION OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES // Contemporary Issues science and education. - 2013. - No. 2.;
URL: http://science-education.ru/ru/article/view?id=8975 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Pedagogical Sciences /6. Social pedagogy

Candidate of Pedagogical Sciences, Associate ProfessorTsyrenov V.Ts.

Federal State Budgetary Educational Institution of Higher Professional Education “Buryat State University”, Ulan-Ude, Russia

Inclusive educational space as

condition of socio-cultural integration of persons with

disabilities

The trend towards an increase in the number of children with developmental disabilities in our countryhinders their access to socio-cultural and educational resources.The limitations of the existing forms of education and upbringing that correspond to the needs and abilities of children in this category, the numerous problems of their adaptation and socio-cultural integration into society (as a result of flawed secondary socialization) allow us to conclude that the social and educational policy in relation to children with disabilities is imperfect. Until now, the educational policy of the Russian state has been dominated by an orientation towards the education of disabled children in specialized educational institutions.

New public policy During the formation of civil society in Russia, the trends of democratization and humanization of education led to a paradigm shift in pedagogical science. The recognition of the uniqueness and self-worth of the human personality, the reorientation of the educational process towards the child himself necessitated the development of new pedagogical strategies.

Modern activity personality-oriented approach to education , the ideas of humanization, the search for ways to develop the child as a kind of individuality determined the vector of development of education for people with disabilities.

At present, in Russian pedagogy, the ideas of creating a favorable, natural environment for the development of each child are reflected in the study of the possibilities of improving the traditional system of education and upbringing of children with developmental disabilities, as well as in the design of a special educational space for a child with disabilities.

However, the measures taken within the framework of state federal programs to improve living conditions, improve the quality of education, and vocational training of people with disabilities do not solve the whole range of social, economic, psychological and pedagogical problems of this category of the population. Wherein one can observe a paradoxical, but in general, quite typical situation for the transformational period, which is characterized by the presence of legal acts declaring the rights of a special child to development, education, sociocultural integration and, at the same time, the practical absence of mechanisms for their implementation. For this reason, it is first necessary to determine modern principles and conceptual approaches to socio-cultural integration, to develop models of institutional means corresponding to the optimal solution of the scientific and pedagogical problem.

Research analysis shows that in pedagogical science approaches to the education of children with disabilities are being developed. Domestic scientists (V.V. Voronkova, T.S. Zykova, O.I. Kukushkina, V.I. Lubovsky, M.N. Perova, V.G. Petrova, T.V. Rozanova and others) indicated that that in order to provide equal opportunities for children with developmental problems, it is necessary to create special conditions: use special teaching methods, apply technical means, ensure less class occupancy, organize an adequate living environment, carry out the necessary medical and preventive treatment measures, provide social services, develop the material and technical base .

Supporters of the segregation model of education for children with disabilities considered the process of formation and development of special education in Russia as a complex process with a long history of development, constantly changing in the cultural and historical perspective (A.G. Basova, A.I. Dyachkov, Kh.S. Zamsky, V. Z. Kantor, N. N. Malofeev, G. V. Nikulina, G. N. Penin, F. A. Rau, F. F. Rau, V. A. Feoktistova, etc.).

Currently, as part of the modernization of the system Russian education, strengthening the humanization of socio-cultural relations, increasing attention to the individual development of the personality, many scientists come to understand the need to institutionalize integrated models of education as models of education that are most consistent with the principles of a democratic state. Integrated education is considered as one of the most important institutions for the inclusion of children with different levels of mental and physical development in society both abroad (T. Booth, D. Dart, D. Lucas, K. Major, M. Oliver, M. Paylombeiro, K. Salisbury, A. Ward, S. Hegarty, W. Hollowwood), and in Russia (JI. Akatov, A. Gamayunova, E. Goncharova, E. Mironova, N. Nazarova, M. Nikitina, P. Novikov, G. Penin, V. Svodina, T. Sergeeva, A. Stanevsky, JI. Tigranova, S. Shevchenko, N. Shmatko).

One of the most promising forms of integrated education, taken as a basis in the developed countries of the West, is the inclusive education of disabled children in a public school together with healthy peers, which gives the best results in preparing children for later life and their inclusion in society.

The development of inclusive education in Russia is the call of the times and the position of a socially oriented state, which, as a member of the UN, has assumed obligations to adopt and implement standards generally accepted in world practice for treating children with disabilities. The success of the implementation of these obligations depends not only on the state, but also on the position of society in relation to persons with disabilities in general and to their education, in particular. The idea of joint education and upbringing of children with disabilities and healthy children meets objections with references to the lack of conditions for their implementation: material, organizational, financial, the mentality of the population and pedagogical workers.

This circumstance necessitates the search for innovative ways of organizing education, which, first of all, should be aimed at the socio-cultural integration of children with disabilities. One of the ways to solve this problem is to design and develop an inclusive educational space with the goal of their successful socio-cultural integration.

It seems to us that the most important condition for the socio-cultural integration of children with disabilities is the design and implementation of an inclusive educational space, by which we mean a dynamic system of mutual influences and interactions of subjects of socio-pedagogical reality, who are carriers of a certain cultural and subcultural experience, which have a spontaneous or purposeful influence on formation, existence, development of a person with disabilities as a person; educational influences that ensure the optimal process of their inculturation.

Then the inclusive educational space will function optimally with the possibility of interaction of all subjects of socio-pedagogical reality included in its structure, united by a common goal and objectives of achieving a certain level of socio-cultural integration of children with disabilities. However, when designing and developing a model of an inclusive educational space, it is necessary to take into account the level of development of the regional education system and the specifics of its sociocultural environment.

As conditions for the effective solution of the goals and objectives of the socio-cultural integration of people with disabilities, we will consider the unification of subjects of socio-pedagogical reality in the projected space, the introduction of a system for training and retraining specialists and pedagogical education of parents, the development of adaptive programs and curricula, monitoring systems.

The introduction of the model of an inclusive educational space will significantly increase the level of socio-cultural adaptation and socio-cultural integration of persons with disabilities.

Literature:

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Filippova Elena Borisovna

Primary school teacher

MBOU Undino-Poselskaya secondary school

Baleisky district

The role of the socio-cultural complex in socialization children with disabilities

One of the urgent socio-economic and demographic problems of modern Russian society is the inclusion of children with disabilities in society. The urgency of this problem is explained by many circumstances that have developed in modern Russia.

In modern Russian society there is not only a steady decline in the number of the able-bodied population, but also the trend of deterioration in its qualitative composition against the background of an increase in the disability of children and youth.

the main problem of a child with disabilities lies in the violation of his connection with the world, in limited mobility, the poverty of contacts with peers and adults, in limited communication with nature, the inaccessibility of a number of cultural values, and sometimes elementary education. Solving the problem of social upbringing and education of children with disabilities is relevant today due to the objective difficulties of social functioning and the child's entry into society.

Socialization is the process and result of the inclusion of an individual in social relations. It has been proven that a child with disabilities experiences difficulties in penetrating the meaning of human relationships, because he cannot learn them in the ways that a normally developing child uses.

The problems of communication of a child with cerebral palsy, the difficulty of adaptation in a group of peers is becoming increasingly important. Given the features of the motivational, emotional and cognitive systems of children with cerebral palsy, it is highly likely that they will be expected to have insufficient effective communication with others. The success of communication in this case is important not so much in itself, but as a basis for the adaptation of children with a special pace of development to the school and wider social environment. In the socialization of children with various types of disabilities, including those with cerebral palsy, the social environment plays an important role, and in the village the sociocultural complex.

Sociocultural educational complex – educational organization, which is an integration of a general education school and institutions of additional education, implementing programs of preschool and general education, programs of additional education and having an extensive network of extracurricular activities in the system of additional education (musical, artistic, sports, etc.), as well as a material base that allows using in the process education and upbringing modern technologies. Sociocultural complexhas a practical, real focus on creating comfortable conditions for the child at school, on solving his problems; reliance on the interests of the community, the widespread use of the potential of the rural educational environment in the education and upbringing of children with disabilities; the school's focus on providing educational services along with healthy children to children with disabilities. Without solving the social problems that unsettle the child and prevent him from learning normally, it is impossible to solve educational problems. Therefore, the school in the countryside is the center of social and pedagogical assistance to families and children with disabilities.The socio-cultural complex within which the children of our village are socialized, including children with disabilities, includes a school, medical institutions, the Dar center, the Childhood school center, the Rural House of Culture, the Regional Center for Education for Children with Disabilities, the Trans-Baikal Public organization "All-Russian Society of the Disabled", Baleisky inter-settlement cultural and leisure center. Thanks to the skillful coordination of the actions of all structures, their joint activities, the socialization of children with disabilities is proceeding favorably and successfully.

In 2011, a disabled child with a diagnosis of cerebral palsy entered our school in grade 1. The main task for our team was to create appropriate conditions for the realization of the right of children with disabilities to education and creative development, enshrined in the Constitution of the Russian Federation and the Law of the Russian Federation "On Education", on a par with healthy children.

The teaching staff immediately faced a number of questions on the organization of training. According to the medical report, the child was recommended to study at home in the amount of 8 hours a week. Organizing the work of the school psychological and pedagogical council, having coordinated all issues with the parents and taking into account that the child's intellect was completely preserved, we tried to jointly determine the most favorable educational route for him. In addition to 8 hours of homeschooling,

Nikita, along with his mother, came to the lessons of the world around him, art, and even other subjects. He really liked communication with his peers and every time he looked forward to the next trip to the lessons. And although there were a lot of problems with the motor skills of the hands, he successfully completed the 1st grade.

In the second grade, it was decided to continue integrated education - 8 hours at home and attending additional lessons if desired. Nikita began to come to lessons in English, and computer science, the surrounding world and art. In addition, starting from the second grade, Nikita began to attend circles and extracurricular activities. In the 3rd grade, in addition to basic education, the family was also offered distance learning. Classroom teacher coordinated the schedule and topics of additional classes with a distance learning teacher. The list of circles attended by Nikita has also expanded: this is the Pochemuchka club based on the Rural House of Culture, and the circle “Learning to work in the Film Studio program”, attended a chess circle.

In the 4th grade, distance learning was canceled, but education at home and at school continued. In addition, Nikita and his family took and continue to take an active part in almost all mass events, competitions, olympiads and quizzes, both at the school level, as well as regional, regional and even All-Russian. To track results personal growth we draw up a portfolio, where there are a lot of certificates and diplomas. Now Nikita is studying in the 5th grade. And by the decision of the family and the child himself, except for the individual 12 hours of homeschooling, Nikita attends almost all lessons: 3 hours of English, 2 hours of biology, 1 hour of geography, 2 hours of history, 1 hour of social studies, 1 hour obzh, 1 hour informatics, cool watch and all extracurricular activities. Nikita is an active participant as school events, and regional. He takes part in chess tournaments, reading competitions, various competitions, olympiads held through the Center for Disabled Children, the cultural and leisure center and many others.

Thus, it can be noted that the sociocultural complex plays an important role not only in the upbringing of children, but also in the socialization of children, including children with disabilities. The implementation of all components of the project allows creating the most favorable conditions for the inclusion of children with disabilities in society, active participation in the socio-cultural complex contributes to successful socialization.

Used Books:

1. Baenskaya E.R. Help in raising children with special emotional development: 2nd ed. M., 2009

2. Burmistrova E.V. Family with a special child.: Psychological social assistance//Bulletin practical psychology education.

3. . Nikitina V.A. Beginnings of social pedagogy: textbook.-M.: Flint: Moscow Psychological and Social Institute, 1998.S.54

4. Simonova, N.V. Psychological foundations for teaching children with cerebral palsy: Guidelines-M.: GBOU Pedagogical Academy, 2012

5. Shipitsina, L.M., Mamaychuk, I.I. Infantile cerebral palsy-SPb.: Ed. "Didactics Plus", 2001

Sociocultural integration of children with disabilities. Theatrical technologies as a means of social and cultural adaptation of children. Need help with a topic

"SOCIALIZATION AND INCULTURATION OF CHILDREN WITH LIMITED HEALTH OPPORTUNITIES IN GENERAL EDUCATIONAL ORGANIZATIONS OF DIFFERENT TYPES AND TYPES..."

Timofeeva I.V. (Ekaterinburg)

Literature

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Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)