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

Timofeeva I.V. (Ekaterinburg)

Timofeeva Irina Vladimirovna

Candidate of Pedagogical Sciences, Head. Department of Theory and Methods of Adaptive physical culture 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 handicapped health, the 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. Mairamyan; G. Mishina, M. Semago, E. Yarskaya-Smirnova) consider 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 person.

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 of social interaction with other people (adults, children), awareness of the value of self-development, the activity of the child in determining his own goals of self-development, the activity of the child in determining his 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 the subject of one's 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 accept Active participation 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 future development. 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 that are difficult for a person to overcome, 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 subjective position of a child with disabilities will ensure not only the disclosure of the child’s inner potential, including the ability to make independent 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 successful functioning and development in interaction in the family, in the social environment.

Literature

Abramenkova V.V. The genesis of the child's relationship in social psychology childhood [Text] / V.V. Abramenkov. - Abstract. doc. dis. ... - M., 2000. - 54 p.
Abulkhanova-Slavskaya K.A. Life strategy [Text] / K.A. Abulkhanova-Slavskaya. - M.: Thought, 1991 - 158 p.
Adler A. Practice and theory of individual psychology [Text] / A. Adler. - M., 1993. - 360 p.
Ananiev B.G. Man as an object of knowledge [Text] / B.G. Ananiev. - St. Petersburg: Peter, 2001. - 288 p.
Antonov A.I. Sociology of the family: textbook [Text] / A.I. Antonov [and others]; under total ed. A.I. Antonova. - 2nd ed. - M.: INFRA-M, 2005. - 640 p., p. 43, 44.
Bazhovich L.I. Stages of personality formation in ontogenesis [Text] // Questions of psychology. - 1978. - No. 4. - S. 29.
Bolshunova N.Ya. Conditions and means of subjectivity development. Abstract doc. dis. [Text] / N.Ya. Bolshunova. - Novosibirsk, 2004. - 48 p.
Brushlinsky A.V. The problem of the subject in psychological science[Text] / A.V. Brushlinsky // Psychological Journal - 1991. - No. 6. - P. 1-6.
Vygotsky L.S. Selected psychological studies [Text] / L.S. Vygotsky. - M., 1956. - 356 p.
Gordeeva T.O. Theory of self-determination: present and future. Part 1: Problems of journal theory development [Text] / Т.О. Gordeeva // Psychological research, 2010. - No. 4 (12) P. 12-18.
Znakov V.V. Psychology of understanding [Text] / V.V. Znakov, Publishing House of IP RAS, 2005. - 231 p.
Klochko V.E. Self-organization in psychological systems: problems of the formation of the mental space of the individual [Text] / V.E. Klochko. - Tomsk: Publishing House Vol. un-ta, 2005. - 174 p., p. 142
Kulikova T.I. Man as a subject of life and the inner psychological world [Text] / T.I. Kulikova // Human psychology in the modern world. Materials of scientific and practical. conference dedicated to the 120th anniversary of the birth of S.L. Rubinstein, ed. A.L. Zhuravlev. - M.: Publishing House "Institute of Psychology of the Russian Academy of Sciences", 2009. - S. 202-210.
Leontiev D.A. To the problem of the subject and subjectivity in psychology [Text] / D.A. Leontiev // Personality and being: subjective approach. Materials of scientific and practical. conference dedicated to the 75th anniversary of the birth of A.V. Brushlinsky / under. ed. A.L. Zhuravlev. M.: Izd. IP RAN, 2008. - S. 68-72.
Mansurova I.S. Peculiarities of expressiveness of hope in connection with satisfaction with life and assessment of significant events. Abstract dis...cand. [Text] / I.S. Mansurova, Rostov-on-Don: SFU, 2008. - 48 p.
Mudrik A.V. Human socialization [Text] / A.V. Mudrik. - M.: Publishing house: Academia, 2006. - 304 p.
Psychology of health [Text] / G.S. Nikiforov, V.A. Ananiev, I.N. Gurvich and others; ed. G.S. Nikiforov. - St. Petersburg: Publishing House of St. Petersburg. un-ta, 2000. - 504 p.
Ryabikina Z.I. Theoretical perspectives of the interpretation of personality from the standpoint of the psychology of the subject A.V. Brushlinsky [Text] / Z.I. Ryabikin. - Personality and being: subjective approach. Materials of scientific and practical. Conference dedicated to the 75th anniversary of the birth of A.V. Brushlinsky / under. ed. A.L. Zhuravlev. M.: Publishing House of IP RAS, 2008. - S. 50-53.
Sergienko E.A. Psychology of the subject: problems and searches [Text] / E.A. Sergienko - Samara: PF IRI RAS-SamNTs RAS-SGPU. 2007. - S. 15-17.
Slobodchikov V.I. Development of subjective reality in ontogeny. Abstract doc. dis… [Text] / V.I. Slobodchikov. - M., 1994. - 56 p.
Stepansky V.I. Properties of subjectivity as a prerequisite for a personal form of communication [Text] / V.I. Stepansky // Questions of Psychology, 1991. - No. 5. P. 25-27.
Stolyarenko L.D. Pedagogical thesarus [Text] / L.D. Stolyarenko. - M., 2008. - 210 p.
Khalikova V.V. Child-Parent Relationships as a Basis for the Development of Children's Subjectivity preschool age[Text] / V.V. Khalikova // World of science, culture, education, 2008. - No. 3. - P. 43-44.
Kharlamenkova N.E. The subject and the paradoxes of its development [Text] / N.E. Kharlamenkov. Subjective approach in psychology / Ed. A.L. Zhuravleva, V.V. Znakova, Z.I. Ryabikina, E.A. Sergienko. - M.: Publishing House "Institute of Psychology of the Russian Academy of Sciences", 2009. - 619 p.
Chirkov V.I. Connections between students' health and their life aspirations, perception of parents and teachers / V.I. Chirkov, E.L. Disi // Questions of psychology. 1999. No. 3. - S. 48-57.
Shamionov R.M. Subjective well-being of the individual: Psychological picture and factors [Text] / R.M. Shamionov. - Saratov: Scientific book, 2008. - 294 p.
Jung K.G. Psychology of the unconscious [Text] / K.G. Jung. - per. with him. - M.: Publishing house AST, "Canon +", 2001. - 400 p.
Joussemet M., Landry R., Koestner R. A self-determination theory perspective on parenting // Canadian Psychology. 2008 Vol. 49. P. 194-200.
Roth G., Assor A., Niemiec C.P., Ryan R.M., Deci E.L. The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices // Developmental Psychology. 2009 Vol. 45. P. 1119-1142.
Williams G.C., Cox E.M., Hedberg V., Deci E.L. Extrinsic life goals and health risk behaviors in adolescents // Journal of Applied Social Psychology. 2000 Vol. 30. P. 1756-1771.

Timofeeva I.V. A child with disabilities as a subject of life: to the formulation of the problem. [Electronic resource] // Medical psychology in Russia: electron. scientific magazine 2011. N 2..mm.yyyy).

All elements of the description are necessary and comply with GOST R 7.0.5-2008 "Bibliographic reference" (entered into force on 01.01.2009). Date accessed [in the format day-month-year = hh.mm.yyyy] - the date when you accessed the document and it was available.

transcript

1 UDC Varfolomeeva O.I., educator Municipal budgetary preschool educational institution compensatory type kindergarten 12 "Brusnichka" Russia, Ust-Ilimsk SOCIO-CULTURAL ADAPTATION OF CHILDREN WITH DISABILITIES OF HEALTH The article discusses the socio-cultural adaptation of a preschool child as the basis of socialization personality of a child with a disability. It describes the conditions for the development of preschool children with special educational needs in accordance with their individual characteristics that provide equal starting opportunities for the full development of each child during preschool childhood, regardless of psychophysiological and other characteristics (including limited health opportunities). Disclosed are such socio-cultural technologies as the organization of free time and leisure, which contribute to the effective adaptation of children with disabilities, including children with disabilities. Keywords: Federal state educational standard preschool education, disabilities, adaptation, socio-cultural adaptation. “An organic defect in a person can never affect a person directly, ... because between the world and a person there is still a social environment that refracts and directs everything that comes from a person to the world and from the world to a person” (L.S. Vygotsky) 1. Children with disabilities (hereinafter HIA) are children whose health condition prevents the development of educational programs general education outside the special conditions of education 1 Vygotsky L.S. Collected works. Volume 5. Fundamentals of defectology. Moscow: Direct-Media, 2008.

2 and education. These include children with disabilities or other children under the age of 18 who are not recognized in the prescribed manner as children with disabilities, but who have temporary or permanent deviations in physical and mental development and who need to create special conditions for education and upbringing, that is, children with special educational needs. This category includes children with various developmental disorders: hearing and speech disorders; with disorders of the musculoskeletal system; with mental retardation; with mental retardation, with severe disorders of the emotional-volitional sphere; children's autism. Ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks of state policy. The purpose of educational educational process becomes not only the upbringing and education of a preschool child, but also the creation of conditions for social adaptation and development psychological characteristics children with disabilities. In the context of the implementation of the Federal State Educational Standard for Preschool Education in a preschool educational organization, such tasks are solved as: protecting and strengthening the physical and mental health of children, including their emotional well-being; ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities); creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, development

3 abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world; the formation of a common culture of the personality of children, including values healthy lifestyle life, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites learning activities; the formation of a socio-cultural environment corresponding to the age, individual, psychological and physiological characteristics of children, etc. It is difficult for children with disabilities to adapt to the constantly changing space of modern Russian society. Faced with problems, these children become passive, lose faith in their own strength. Of all the problems that prevent the full inclusion of children with disabilities in the life of society, it is the problem of socio-cultural adaptation that is the most acute. The limited possibilities of children's health significantly limit their life activity, lead to social maladaptation due to a violation of their development, loss of control over their behavior, as well as the ability to self-service, movement, orientation, learning, communication and labor activity in future. In the development of a small person, the communication of a sick child with peers becomes an important point. In the process of education and upbringing in an ordinary educational organization, the range and direction of communication of a child with disabilities increases, making them get used to life among healthy children. Adaptation is the adaptation of an organism to changing external conditions. Human adaptation is biosocial, it includes both psychophysiological adaptation in the sphere of relations "organism

4 natural environment”, and social adaptation in the system of relations “personality social environment”. Adaptation of preschool children implies not only adaptation, but also the creation of conditions for subsequent development. Therefore, teachers and psychologists, adapting the child, create conditions for the subsequent development of the preschooler. Social adaptation is the process of adapting an individual to a changed social environment. The means of social adaptation is the adoption by the individual of the norms and values of the new social environment, the forms of social interaction that have developed in it and the forms of activity characteristic of it. Sociocultural adaptation is the process of adapting an individual to the environment and purposeful adaptation by the individual of the elements of this environment to satisfy his own needs and demands; is carried out with the help of knowledge and skills acquired in the course of socialization in the processes of social interaction and communication. Thus, sociocultural adaptation in the most general sense is a holistic, dynamic, continuous process and the result of an active “entry” of an individual or group to the conditions of another sociocultural environment. In a narrower sense, the socio-cultural adaptation of a child with disabilities means targeted, personal assistance, joint identification with him of his own spiritual goals, interests and needs, ways and means of overcoming obstacles. For children with disabilities, socio-cultural adaptation is important in further integration into society and life in general. Therefore, the educational organization faces the following tasks in the socio-cultural adaptation of children with disabilities: - assistance in the formation of new needs, more complex and higher than the natural needs of the age

5 (the need for self-education and self-education, the need for communication with peers and adults); - assistance in the development of volitional qualities of a child with disabilities (a sense of mutual responsibility, responsiveness, respect for each other); - assistance in the formation of a positive attitude towards the customs, traditions of their people, their family; the ability to listen and hear, look and see, realize and draw conclusions about oneself and the world around. One of the main tasks of an educational organization in working with children with disabilities is the social integration of children with disabilities into society. The process of socio-cultural adaptation is provided by a system of social protection measures. The basis of socio-cultural activities is the constant support of children with disabilities, assistance in overcoming, compensating for existing restrictions, mobilizing their own reserves. Effective socio-cultural adaptation of a child with disabilities implies the full inclusion of this child in the usual socio-cultural reality, in which his lack in the process of compensatory activity does not interfere with either him or those around him. This happens through familiarization with cultural and spiritual and moral values, a healthy lifestyle, through inclusion in the world of art, culture and creativity. Sociocultural adaptation of a child with disabilities proceeds in three parts: personality, society, culture, where the requirements and expectations of the social environment for the personality of the child are constantly coordinated. As a result of successful socio-cultural adaptation, a child with disabilities adapts his attitudes, behavior and claims to the realities of the social environment in which he adapts. The knowledge and skills acquired as a result of socio-cultural adaptation will be used by children to meet the needs of life, which will help them become full-fledged members of society.

6 One of the fundamental directions for the effective adaptation of preschool children with disabilities, including children with disabilities, is the use of modern socio-cultural technologies aimed at free time and leisure. The development and implementation of effective mechanisms for organizing free time and leisure contribute to the effective adaptation of children with disabilities. When carrying out this activity, specialists of a preschool educational organization combine the efforts of various subjects of socialization, such as the family, educational, cultural and sports institutions, public and other organizations. It should be borne in mind that familiarization with cultural values, participation in general cultural and leisure activities, along with all members of society, contribute to an increase in emotional tone, social communications, social inclusion of children with disabilities, which is of a general rehabilitation nature for them. A special place in the socio-cultural adaptation of a preschool child with disabilities is given to correctional and developmental activities: social orientation, development of psychomotor and sensory processes, remedial classes, physical therapy, swimming in the pool, and so on. Much attention is paid to sports and health work, which includes weeks and months of health, daily morning exercises, organization of hiking trips, which reflect sports events, fun starts, games aimed at instilling a culture of healthy lifestyle in pupils. Teachers in their work with children use integrated classes, various sports and recreational pedagogical activities aimed at synthesizing different types of activities.

7 An important role in the socio-cultural adaptation of children with disabilities, including children with disabilities, is assigned to the family. A preschool educational organization faces the task of increasing activity among families raising children with disabilities, because often children are isolated from society by their parents. Sociocultural adaptation involves optimizing the interaction of a child with disabilities and his family with the sociocultural environment, which is one of critical factors and development conditions. The sociocultural environment acts as a determining factor in the realization of his needs and requests, is the most important condition for revealing the essence of the child. The child learns sociocultural norms and values only through his experience, communication, through direct contact, thanks to his activity. The search and mobilization of all the reserves and opportunities available to the child himself will ultimately help him adapt and function normally in the surrounding socio-cultural environment, learning, communication, and creativity. Sources used: 1. Akatov L.I. Social rehabilitation of children with disabilities: psychological foundations: study guide for universities / L.I. Akatov. Moscow: VLADOS, p. 2. Belicheva S.A. Socio-pedagogical rehabilitation of maladjusted children and adolescents / S.A. Belicheva // Social Pedagogy / ed. V. A. Nikitina. M., Vygotsky L.S. Collected works. Volume 5. Fundamentals of defectology. Moscow: Direct-Media, URL: k_psihologii_i_pedagog.html

8 4. Zaitsev D.V., Zaitseva N.V. Basics correctional pedagogy. Educational method. allowance. Saratov, Zaitsev D.V. Problems of teaching children with disabilities // Pedagogika S

REGULATIONS ON THE ORGANIZATION OF EDUCATIONAL ACTIVITIES of the municipal budgetary preschool educational institution of kindergarten 116 "Solnechny" of the Togliatti city district 1. General provisions 1.1. Present

Educational program of preschool education MBDOU " Kindergarten compensating type 146 "Ivanovo 2014 with the Federal Law Russian Federation dated December 29, 2012 273-FZ "On education in the Russian

Brief presentation programs The main educational program of preschool education MBDOU "Kindergarten 458" (hereinafter MBDOU "Kindergarten 458") was developed in accordance with the main regulatory and legal

Brief presentation of the HBDOU Program 73 The Program determines the content and organization educational activities at the level of preschool education. Educational programs for preschool education are being developed

Description of the educational program of the Municipal Budgetary Preschool Educational Institution Kindergarten 5 "Rainbow", Kholmsk, Municipal Formation "Kholmsky Urban District" of the Sakhalin Region.

Table of contents I. Explanatory note. 3. Goals and objectives of the implementation of the work program junior group. 3 II. Calendar-thematic planning 4 2. Educational area "Physical development". 4 2 I.

A brief presentation of the AOOP of preschool education for children with disabilities (with intellectual disabilities) MBDOU "Kindergarten 54 combined type" Adapted basic

CORRECTIONAL PEDAGOGY SA Ignatieva Yu.A. Blinkov Logopedic rehabilitation of CHILDREN WITH DEVELOPMENTAL DIFFERENCES

BRIEF PRESENTATION OF THE MAIN EDUCATIONAL PROGRAM OF THE MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN OF THE COMBINED TYPE 1" OF THE CITY OF TOBOLSK MAIN EDUCATIONAL PROGRAM

The main educational program of MADOU "Kindergarten 97 "Bee" was developed in accordance with the main regulatory documents on preschool education: - Federal Law of 29.12. 2012 273

Work in MBDOU with children with disabilities in the new legal field Educator of the first qualification category MBDOU 249 Pogorelova Olga Anatolyevna 1 HIA limited health opportunities. Persons with disabilities are

Annotation to the main educational program of preschool education of the municipal budgetary preschool educational institution "Kindergarten of the combined type 92" for the 2018-2019 academic year

Presentation of the "Work program for the first junior group 2016-2017"

Brief presentation of the ADAPTED BASIC EDUCATIONAL PROGRAM (disorder of the musculoskeletal system) of the MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN OF COMBINED TYPE

WHAT IS GEF TO? GEF DO is an abbreviated name Full name: “Federal State Educational Standard for Preschool Education” GEF DO is a document? "Federal State Educational

1.GENERAL PROVISIONS 1.1. This Regulation on the adapted basic educational program of preschool education for children with disabilities (hereinafter HIA) was developed for the municipal

Description of the educational program of preschool education 1. Full name of the educational program indicating the level of education, type of program. Educational program, level Preschool

Theme of the methodological dialogue: "Implementation of the Federal State Educational Standard in the educational space of a preschool educational organization" within the framework of the week of the federal state educational standard for preschool

Annotation to the work program of educational activities in senior group general developmental orientation The work program of educational activities in the general developmental group preparatory to school

EXPLANATORY NOTE The work program for the development of children of the preparatory group is drawn up in accordance with the main general educational program - the educational program of preschool education

ANNOTATION to the main educational program of the municipal budgetary preschool educational institution "Kindergarten of compensatory type 62" for the 2018-2019 academic year The main educational program

ANNOTATION TO WORKING PROGRAM 1 OF THE JUNIOR GROUP The program serves as a mechanism for the implementation of the Federal State Educational Standard for Preschool Education and reveals the principles of organization,

Brief presentation of the main educational program of preschool education MBDOU: Tsrr - d / s 1 Miass, 2015 The main educational program of preschool education MBDOU: Tsrr - d / s 1 was developed in

BRIEF PRESENTATION OF THE EDUCATIONAL PROGRAM OF THE MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN 10 OF THE COMBINED TYPE" of the Luga municipal district Leningrad region MAIN

EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION MBDOU "GENERAL DEVELOPING KINDERGARTEN 66" IVANOVO BRIEF PRESENTATION FOR PARENTS (LEGAL REPRESENTATIVES) OF PUPILS EDUCATIONAL PROGRAM

6-2008 22.00.00 sociological sciences

Municipal preschool educational institution "Kindergarten 28 "Khrustalik" Volzhsk RME Presentation of an adapted educational program

Municipal pre-school educational institution "Kindergarten 4 "Solnyshko" of the city district ZATO Svetly, Saratov Region" Presentation of the Planning of educational activities of an early age group

Municipal pre-school educational institution "Kindergarten 4 "Solnyshko" of the city district ZATO Svetly, Saratov Region Planning of educational activities in the 2nd preparatory group / from

ANNOTATION TO THE MAIN EDUCATIONAL PROGRAM MBDOU "Kindergarten 54" Basic educational preschool program adopted November 12, 2014. The main structural unit of MBDOU "Kindergarten 54" in Murom is

Municipal autonomous preschool educational institution Kindergarten of combined type 2 "Daisy" of the city of Gubkin, Belgorod Region Presentation of the work program of the instructor in physical

Agreed: Chairman of the General Give birth to Yoko.kogo "s5 ~ y> /.V I Oh!. Adapted basic educational program of preschool education for children with visual impairment of the State budgetary preschool

Municipal budgetary preschool educational institution combined type kindergarten 19, Tomsk, 135, Lebedeva str., contact phone / fax - 45 19 50

Municipal preschool educational institution kindergarten 59 "Umka", Podolsk SPEECH AT THE PEDAGOGICAL COUNCIL “Peculiarities of accompanying a child with disabilities in the context of the implementation of the Federal State Educational Standard. The problem of education

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION "KINDERGARTEN 4 "SOLNYSHKO" OF THE CITY DISTRICT ZATO SVETLY, SARATOV REGION" Brief presentation of the Planning of educational activities 1 preparatory

BRIEF PRESENTATION OF THE MAIN EDUCATIONAL PROGRAM MBDOU d / 70 Characteristics of the contingent of pupils of a preschool educational Institution The main structural unit of MBDOU d / s 70 is a group

Law "On Education in the Russian Federation" dated December 29, 2012 273-FZ; Federal state educational standard for preschool education, approved by order of the Ministry of Education and Science

PRESENTATION OF THE ADAPTED BASIC EDUCATIONAL PROGRAM for preschool children with severe speech disorders in the conditions of the preschool educational institution "Kindergarten 5 SERPANTIN" (in

The first year of development (early age 2-3 years) The work program for young children is developed on the basis of the Work program consists of three sections: target, content and organizational.

Municipal budgetary preschool educational institution V-Talyzinsky kindergarten "Kolosok" Contents I. Target section. 1.1. Explanatory note 1.2. Goals and objectives of the implementation of the program of preschool

Pedagogical Council (business game) "Organization of educational activities with children in modern conditions implementation of GEF DO "Prepared by: CHERNIKH I.Yu., senior educator of MDOU "Kindergarten 4 KV",

Description of the adapted educational program of preschool education for students with severe speech disorders 1. Full name of the educational program indicating the level of education, type

Annotations to the work programs in MBDOU "Kindergarten 64" Kolobok "Yoshkar-Ola" Work programs for all age groups (junior, middle, senior, preparatory) and work programs for MBDOU specialists

I. General provisions 1.1. This Regulation on the adapted educational program of preschool education (hereinafter referred to as the Regulation) has been developed for the municipal budgetary preschool educational

Page 1 Annotation to the educational program of preschool education of GBOU SCHOOL 1240 The main educational program of the preschool department of GBOU SCHOOL 1240 (hereinafter the Program) was developed in

Strebeleva, E.A. Traditional and new organizational forms of correctional assistance to preschool children with intellectual disabilities *Text+ / E.A. Strebeleva // Defectology. 2009. 3. TRADITIONAL AND NEW

Adapted educational program of preschool education for children with mental retardation (hereinafter referred to as the Program) of the Municipal Preschool Educational budget institution"Kindergarten 14 "Herringbone" combined

Brief presentation of the educational program MBDOU kindergarten 38 city Nizhny Novgorod, st. Yagodnaya, 4 Tel. 469-91-63 Characteristics of preschool educational institution Municipal preschool educational institution

GBDOU Kindergarten 25 of the combined type of the Petrogradsky district of St. Petersburg Developers: Head E.V. Ekimova Working group of the institution Adapted educational program Educational

Main general education program preschool education (hereinafter referred to as the Program) is a document representing a model of the educational process in the MBDOU "Child Development Center - Kindergarten 140"

Annotation to the work programs of educators and specialists of the GBDOU kindergarten 49 of the Primorsky district of St. Petersburg. The work programs of educators and specialists are developed on the basis of the Educational

1. Explanatory note to the curriculum of the kindergarten of the PEI "School of Economics and Law" for the 2016-2017 academic year 1. Normative bases for drawing up the curriculum of educational activities. Syllabus

Federal Laws Convention on the Rights of the Child Federal Law "On Education in the Russian Federation" of December 29, 2012 No. 273-FZ Regulatory legal documents Order of the Ministry of Education and Science of the Russian Federation "On approval of the federal state

PRESENTATION of the adapted educational program of preschool education of the municipal budgetary preschool educational institution "Kindergarten of a compensating type 57" of the city of Ivanovo Program

Annotations to the work programs of teachers of the MKDOU "Kindergarten 3 p. warm". Work programs normative management documents of MKDOU "Kindergarten 3 p. Teploe", characterizing the system of organization of educational

Municipal budgetary preschool educational institution "Kindergarten" Rodnichok "s. Bykov Consultation for educators: "Health-saving technologies in preschool educational institutions." Completed by: Teacher Atroshchenko L.V.

Comparative analysis and DO approved by order of the Ministry of Education and Science of Russia dated November 23, 2009 655

Municipal budgetary educational institution "Kindergarten 49 combined type" Brief presentation of the educational program of preschool education Educational program of the Municipal

Educational Program C O G E INSTITUTION "CHILDREN'S GARDEN 1 8 6" Program Objectives Provision

State budgetary preschool educational institution kindergarten 9 of the combined type of the Primorsky district of St. Petersburg Adapted educational program for preschool education

Work programs for teachers of the MDOU "BTsRR d / s "Zhuravushka" Work programs for teachers of the preschool educational institution are developed in accordance with the Federal Law of the Russian Federation "On Education in the Russian Federation", the Educational Program

Municipal budgetary preschool educational institution "Kindergarten of a general developmental type 175" EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION (brief presentation) Program goal: positive

Explanatory note This Curriculum is a normative document that determines the implementation of the main general educational program - the educational program of preschool education of the municipal

Annotations to the work programs of educators of GBOU primary school-kindergarten 696 Primorsky district of St. Petersburg

4.1. Brief presentation of the Program The main general education program educational program of preschool education of the municipal budgetary preschool educational institution "Kindergarten

The main general educational program of the MBDOU "Child Development Center Kindergarten 36" For the 2017 2018 academic year, Voronezh The structure of the educational program 1. Target section 2. Content section 3.

1.4. The main educational program (hereinafter referred to as the Program) is a set of basic characteristics of education (volume, content, planned results), organizational and pedagogical conditions, which is presented

Annotations to the work programs of teachers MBDOU kindergarten 79 combined type for the 2018-2019 academic year Work programs - regulatory and management documents MBDOU kindergarten 79 combined

Presentation of the main educational program of preschool education MDOU "Kindergarten 14 of the combined type" of the city of Shuya, Ivanovo region The main educational program of MDOU 14 was developed by the author

Brief presentation of the Main educational program of preschool education MADOU d / s 2 The main educational program of preschool education of the municipal autonomous preschool educational

Accepted Pedagogical Council Minutes 1 03.09.2018 Annotation to the work programs of educators MBDOU "Kindergarten 189" In MBDOU "Kindergarten 189" specialists and educators developed work programs,

EDUCATIONAL PROGRAM

The problem of socio-cultural integration of children with disabilities is quite relevant today.

Scientists, practitioners, specialists (physicians, psychologists, teachers, social educators and social workers) are looking for ways and forms of integration of children with disabilities into society, opportunities for their adaptation in large and small societies. The family remains one of the main means of socio-cultural integration of children with disabilities, capable of stimulating the process of socialization and integration of the child. A child with disabilities, deprived of the possibility of normal communication, experiencing physical and moral suffering, finds support and support in the system of positive family communication.

"Sociocultural integration of personality" is a process and at the same time a system of inclusion of an individual in various social groups and relationships through the organization of joint activities (primarily gaming, educational, labor).

The success of integration is largely determined by the time of its onset: the earlier this or that sensory, physical, intellectual or mental disorder is detected in a child, the more productive will be the efforts of specialists and parents in overcoming barriers between the child and the surrounding microsociety. Therefore, the problem of early diagnosis remains one of the central problems, the solution of which depends on the implementation of the idea of integrated education for people with disabilities.

Download:

Preview:

The problem of socio-cultural integration of children with disabilities

The problem of socio-cultural integration of children with disabilities is quite relevant today.

"Socio-cultural integration of the individual" is a process and at the same time a system of including an individual in various social groups and relationships through the organization of joint activities (primarily gaming, educational, labor).

The main problem in children with disabilities is most often loneliness, low self-esteem and lack of social self-confidence, depression, feelings of rejection due to their shortcomings, psychological and physical dependence, as well as a painful inability to discuss their difficulties.Very acute are the problems in establishing and developing relationships with the opposite sex. Overestimating and underestimating own forces, abilities, position in society are found in anomalous people more often than in normal ones.

The domestic concept of integrated learning is based on three main principles of integration: through early correction; through mandatory correctional assistance to each child; through reasonable selection of children for integrated learning.

The existing models of integration are determined taking into account the level of development of each child, which doses out the “share of integration” that is accessible and useful to him.

Partial integration is shown to children who, for one reason or another, are not able to master the educational standard, so they join the group for part of the day. The implementation of the partial inclusion model implies a combination of two organizational forms of education - in conditions of educational integration with normally developing peers and education in specially organized classes or small groups (in the space of a mass school). Similarly, with the full inclusion model, within the framework of the described model, all students with special educational needs receive the necessary additional psychological and pedagogical assistance.

Temporary integration involves the unification of all pupils of a group with disabilities with typically developing children at least twice a month for various educational activities.

An essential condition for the full inclusion of students with disabilities is the presence of two teachers in the general education class - general and special education systems. The duty of an additional teacher includes not only direct assistance to a student with special educational needs, support of his educational activities, but also joint work with the main teacher on the modification pedagogical methods and means in accordance with the principle of individualization of the learning process.

Each form of integration carries a certain burden. When teaching a "special" child in the same class or group with other children, he completely obeys the pace of work of the children's team, performs general program and lives by the rules of this team.

Effective forms of social integration are sections, various circles, festivals, competitions; organization of excursions, hikes, concerts, etc., where children with disabilities can realize their abilities among their peers and win their sympathy and respect.

Integration is a process that has certain limitations in terms of the possibility and effectiveness of its implementation. Such restrictions are the conditions of integration - external and internal.

The external ones are:

early detection of violations and carrying out corrective work;
the desire of parents to educate the child together with healthy children, their desire and willingness to help the child in the process of his education;
the ability to provide an integrated child with qualified assistance;
creation of conditions for the implementation of variable models of integrated learning.

Internal conditions include:

level of psychophysical and speech development corresponding to the age norm or close to it;
the possibility of mastering the general educational standard in the terms provided for typically developing children;
psychological readiness for integrated learning.

Let us analyze the problems associated with the possibility of implementing external integration conditions.

The first condition - early detection of deviations - requires the creation and legalization of an early assistance system that functions within the framework of an interdisciplinary team approach to the work of specialists. This system must necessarily include a complex of medical, social, psychological, pedagogical and defectological specialists.

The second condition is associated with insufficient awareness, as well as the readiness of the motivational, cognitive and practical plans of parents of children with disabilities, for whom access to information about the possibilities of integrated education, conditions and forms of its implementation is not always open.

The third condition is connected both with the lack of specialists and with the unwillingness and unwillingness of teachers of mass educational institutions to work with special children. At the same time, speaking of integration processes, one cannot but take into account the importance of special knowledge about a special child for teachers of mass educational institutions. It is necessary to expand the content of the courses "special pedagogy" and "special psychology", the introduction of elective courses and electives.

The fifth external condition is the creation of variable models of integrated education, which involves the development of programs, technologies, organizational forms and conditions that ensure the effective implementation of the integration of a child with disabilities into the space of general education.

Recognizing the importance and significance of integration as an innovative process in the education system, we consider it important to note the negative trends associated with the impossibility of integrating all children into a wide socio-cultural space.

First of all, it is "the level of psychophysical and speech development, close to the age norm." Obviously, it is impossible to unite all children with disabilities. Another insurmountable obstacle to integration is the tempo characteristics of the educational process. Obviously, time is not always the main criterion for a child's success. Even the most "normal" child may have a different learning rate than other typically developing peers.

Speaking about the “psychological readiness for integration” of the pupil himself, we understand that we mean both motivational and personal and, possibly, some kind of special readiness. The presence of such serious psychological neoplasms suggests that some categories of children will again be excluded from the integrated education system: with severe motor disorders, behavioral and emotional-volitional features, complex developmental disorders, etc.

It is obvious that integration as a process in the system of education of special children has its own positive sides. At the same time, it is clear that the limitations of this phenomenon again make the system of assistance focused on special categories of children.

These restrictions can be removed by the processes of inclusion, which are quite widely represented in the West and are beginning to appear in Russia. We list the transformations that an educational institution must undergo, choosing the path of inclusive education for all:

changes in the consciousness of society, primarily teachers, related to the need and possibility of inclusive education for all children;
changing the architecture of educational institutions, adaptable to special needs;
reduction in group sizes;
improving and enriching the equipment of groups with equipment and various benefits;
creating a team of specialists in each institution to help general education teachers adapt methods to the characteristics of the child;
implementation individual plans learning, allowing children to master the general program at their own pace.

Summing up, it should be noted that inclusion is more than integration. This is inclusion not only in education, but also in the life of everyone without exception, this is an account of the strong and weaknesses everyone, this is the recognition of differences, this is the enrichment of ideas about differences as a natural phenomenon of the world and society, this is the opportunity to receive effective education through constant support and change in the educational space.

Speaking about the choice of approach to the education of children with disabilities, it is impossible not to understand that the existing functioning network of specialized institutions is of indisputable value due to the targeted and unique nature of assistance. At the same time, it cannot be the only, non-alternative form of education for a child with disabilities. Therefore, today it is appropriate to talk about the mutually enriching development and functioning of all types of education for people with disabilities:

traditional, implemented in the network of compensating and combined preschool educational institutions;

integrated;
inclusive.

It seems that it is most correct to keep in mind the possibility of choosing from three options. The implementation of different approaches to education is a powerful incentive for its development and modernization.

Discussions about the forms and boundaries of the integration of children with disabilities into the mainstream school, the search for the most effective models of integration indicate the multidimensionality and complexity of the problem. The priority of social integration - constant stay in a team of normally developing peers (in the absence of conditions to meet special educational needs) - can be a factor preventing successful learning and favorable development of children with disabilities.

For the purpose of successful practical implementation of the worldview positions of modern pedagogy, education in an educational institution should be considered in the unity of its educational and social characteristics.

In accordance with theoretical foundations inclusive education, the evaluation of the effectiveness of the work of an educational institution includes information about the progress of students, as well as data on interpersonal relationships children with different levels psychophysical development. Productive advancement of students in accordance with their individual educational trajectory indicates sufficient didactic support educational process; constant and long-term contacts with other children indicate the integration of a student with disabilities into the team. Thus, the described models of inclusion can be assessed as successfully realizing the tasks of inclusive education.

Bibliographic list

Andreevskikh S. G. School for all // Proceedings of the International Scientific and Practical Conference "Problems modern school and ways to solve them: inclusive education” / ed. Anufrieva S. I., Akhmetova L. V. Tomsk, 2008.
Bunch G. Inclusive education. How to succeed? Basic strategic approaches to work in an integrative class / Per. from English. N. Grozny and M. Shikhireva. M.: "Prometheus", 2005. 88 p.
Ekzhanova E. A., Reznikova E. V. Fundamentals of integrated learning. M.: Drofa, 2008. 286 p.
Volosovets T.V. Conceptual approaches to creating a system vocational education disabled people in the Russian Federation [Text]: /T.V. Volosovets. - M.: 2003.
Gazman O.S. Pedagogical support of children in education as an innovative problem [Text]: O.S. Gazman // New values of education. - M, - 1999. - No. 3. - S. 60.
Gerasimenko O.A., Dimenstein R.P.. Socio-pedagogical integration. Development of the concept [Text]: / Socio-pedagogical integration in Russia / Ed. A.A. Tsyganok - M .: Terevinf, - 2005. - C 7.
Dimenshtein R.P., Kantor P.Yu., Larikova I.V. "Special" child in Russia. How to realize his rights to education and rehabilitation [Text]: R.P. Dimenstein, P.Yu. Kantor, I.V. Larikov. / Socio-pedagogical integration in Russia / Ed. A.A. Tsyganok. - M.: Terevinf, 2006. - S. 71.
Zaitsev D.V. Integrated education as a form of realization of the right to education by children with disabilities [Text]: D.V. Zaitsev. // Education and human rights. - Voronezh: VSU, - 2002. - S. 65-71.

Filippova Elena Borisovna

Teacher primary school

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 the integration secondary 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 the use of modern technologies in the process of education and upbringing. 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 sociocultural 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, Zabaikalskaya 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", along 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 consultation, 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. 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. The class teacher coordinated the schedule and topics of additional classes with the teacher distance learning. 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

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 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

1. Afasizhev T. N. Humanization of education / T. I. Afasizhev, A. K. Tkhakushinov // Sociological research. - 1995. - No. 5. - P. 110-112.

2. Included learning - integration - rehabilitation: materials of the international. scientific-practical. conf. / ed. I. V. Pervovoy. - St. Petersburg, 2001. - 83 p.

3. Ilyina Yu. A. Study of relationships with peers among preschoolers with moderate mental retardation in an integrative environment / Yu. A. Ilyina // Defectology. - 2007. - No. 4. - S. 18-26.

4. Kumarina G. F. Pedagogical diagnostics of the prerequisites for adaptive disorders in children at the stage of school start / G. F. Kumarina // Correctional and developing education. - 2009. - No. 2. - S. 19-36.

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.

Ascertaining stage experimental work was organized between 2010 and 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%).

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 people (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 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 classes of the circle (36.7%), in academic work and companies 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 the teacher unfairly offended the student, then the children from the SKOU usually turn to class teacher(24.1%), and 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%).

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.

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.

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 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%).

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.

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).

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 SCOU (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 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)

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 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 high level sociocultural integration. Undoubtedly, this circumstance is an indicator of the effectiveness of the education of children with disabilities in a mass school.

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.

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.

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, in the assistance of 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%).

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 age and educational 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"