"SOCIALIZATION AND INCULTURATION OF CHILDREN WITH DISABILITIES IN HEALTH EDUCATION ORGANIZATIONS OF DIFFERENT TYPES AND KINDS ..."

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

Forms of correctional and developmental work can be organized on the basis of the inclusion of correctional assistance to the child directly in the structure of lesson lessons or its inclusion in the extracurricular activities. Types of help: stimulating, in which the teacher stimulates the child's activity either by instilling in him confidence in his abilities, or indicates the presence of mistakes in the work; the guide consists in prompting the child to take the first steps of the solution learning task and planning for follow-up;

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

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

Third, cooperation in the learning process is the main principle of building inclusive education, in which each member of the school community and parents bear some responsibility for the success of a common cause. The main mechanism for the implementation of this principle is the interaction of school specialists, institutions of additional education and parents, providing systematic support of children with disabilities by specialists of various profiles in the educational process. This interaction includes:

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

Multidimensional analysis of personality and cognitive development child;

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

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

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

a) Within the framework of training in refresher courses, it is necessary to consider issues of the specifics of educational and correctional work with children with disabilities; foundations of correctional pedagogy and special psychology; issues of the peculiarities of the psychophysical development of children with disabilities; methods and technologies for organizing the educational and rehabilitation process for such children. In this form of increasing the competence of teachers, it is important to use an activity-based approach; during the course, students must develop specific didactic materials, teaching aids etc.

b) Courses based on internship innovative educational sites.

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

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

Joint work on the assimilation of educational material.

Learning the assimilation strategy.

Differentiation of educational material.

Development of the ability to self-determination.

Designing a modified individual educational program.

Clear, structured presentation of material.

Assessment of the assimilation of educational material.

Learning how to apply the skills learned in real-life conditions.

Cooperation.

Prevention of unwanted behavior.

Peer support.

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

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

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

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

h) Psychological and pedagogical workshop "Inclusive approaches in education", within the framework of which the following sessions were held: "Organization of the educational process in the classroom where children with disabilities study", "Use of the correctional and developmental component in the classroom when teaching children with disabilities ".

The fifth condition - changing public attitudes towards persons with disabilities, included the following areas:

b) Conducting thematic lessons for primary school students:

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

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

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

e) Organization of thematic group and individual consultations with parents: adaptation to schooling (readiness of children and parents to go to school); personal characteristics of the child that affect learning (age psychological characteristics); "Talk to me" ( practical advice on communicating with a child with disabilities).

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

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

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

The seventh condition is purposeful work with a family that is raising a child with disabilities. The family is the primary social institution of upbringing. The atmosphere in the family, understanding of the specifics of raising a child with disabilities, the prevailing system of relationships in the family predetermines the success of future sociocultural integration.

Thus, the complex of the above pedagogical conditions will ensure the successful implementation of the model of an inclusive educational space.

Conclusions on the third chapter

1. Possessing logical integrity, systematic and organized nature, pedagogical concepts, due to incomplete content presentation, allow ambiguity in practical use, which often leads to uncontrollability of pedagogical processes and reduces the effectiveness of their implementation in general.

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

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

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

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

In addition, the general provisions initiate a description of the legal and methodological framework. TO legal framework of the developed pedagogical concept, we include normative acts in the field of general education and education of persons with disabilities, the content of which reflects the need to improve and study certain aspects of the phenomenon under study.

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

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

4. In this study, an inclusive educational space is understood as dynamic system mutual influences and interactions of subjects of social and pedagogical reality, who are carriers of a certain cultural and subcultural experience, which have a spontaneous or purposeful impact on the formation, existence, development of a person with disabilities as a person; educational influences that ensure the optimal process of their inculturation.

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

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

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

In this study, we have identified general scientific approaches as methodological approaches: systemic, synergetic, activity-based, informational, axiological, informational, activity-based.

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

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

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

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

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

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

In the conceptual model of an inclusive educational space that we have substantiated, the author's approach to its construction is revealed, the content of education of persons with disabilities is presented, taking into account the structure of the defect and the level of mastering program requirements (implementation of an individually differentiated approach), the corresponding programs for advanced training and retraining of specialists, described the introduction of an experimental model of an inclusive educational space, taking into account a personality-oriented approach, the principles and directions of work are revealed, the conditions for the implementation of the model are described; models of upbringing, developing and socializing spaces are presented, contributing to the construction and enrichment of the content of an inclusive educational space for persons with disabilities.

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

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

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

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4.1. Characteristics of the level of social and cultural integration of children with disabilities Thus, the inclusive educational space, on the one hand, depends on the individual, and on the other, as a psychological-pedagogical phenomenon, it has invariant characteristics that depend on the society.

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

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

The ascertaining stage of the experimental work was organized in the period from 2008 to 2009. on the basis of special (correctional) educational institutions of Ulan-Ude (GOU "Special (correctional) general education school" of the VIII type; GOU "Special (correctional) general education school" I-II types); school of social adaptation of disabled children No. 60;

the center of children's and youthful creativity, the republican center of psychological, medical and pedagogical support.

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

The study involved subjects of social and pedagogical reality (children, teachers, parents, working population, pensioners, students). In the course of our work, we identified the areas of research:

1. Study of the possibilities and needs of educational subjects:

Children with disabilities in special (correctional) educational institutions;

Teachers of special (correctional) educational institutions;

Parents with children with disabilities in physical and intellectual development.

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

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

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 sociocultural integration were psychological and pedagogical indicators. Let us present the evaluation criteria for the levels of sociocultural integration in Table 4.1.

Table 4.1 - Characteristics of the evaluation criteria for the levels of sociocultural integration of children with disabilities Evaluation criteria for the socio-cultural integration of children with disabilities Levels of health opportunities They experience pronounced difficulties in socio-cultural integration due to the low need for it and rejection by society.

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

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

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

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

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

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

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

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

Also, in order to study children with disabilities, we used the methods of participatory observation and expert assessment, analysis of documentation, anamnestic information, products of activity, questionnaires, interviews and questioning.

Initially, we identified the characteristics of the relationship of children with disabilities with their parents and loved ones (the "Ladder" method). The study showed that the frequency of communication among children from special schools is more observed with brothers and sisters (25.9%), with mothers (20.7%), with dads (18.7%). Children from home school:

with moms (47.3%), dads (22.4%), friends (14.6%). Among children studying in a general education school: with their 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 communicating and cooperating with mothers (42.5%), with friends (34.2%), with dads and others (14.1%).

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

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To the next question "Where can you most fully express your personality (Where are you interested, where you are appreciated, understood)?" we got the following answers:

SKOU students mostly realize themselves in the classroom (36.7%), in educational work and friend campaigns (31.4%);

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

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

The question "In what matters do the school teachers participate on an equal footing with the students?" According to the 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 are: cleaning (23.5%), hiking (12.3%), sports competitions (6.9%).

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

"In what areas of life do the students of the school have real rights?"

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

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

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

The second one had the opposite character as compared to the first phrase “I don’t want to go to school when ...”. SKOU pupils answered: when they did not learn their lessons (29.1%), when they scold (28%), when there are few children (17.8%); children of the school for social adaptation of disabled children answered: when they scold (31.5%), did not learn their lessons (21.2%), on weekends (3.4%); children from general education schools - when they scold (37.1%), when they have not learned their lessons (23.5%).

"The relationship between students and teachers in our school can be called ..." 467% of SKOU students, 89% in school No. 60, and only 14.3% of secondary school students consider it good.

In addition, another question was asked: "What systems of relationships in the school need to be improved?" Students of SKOU answered this question as follows: it is worth improving such relationships as parents - students (12.5%), teachers - parents (14.2%), student - students (7.4%); children of the school for social adaptation of disabled children consider: pupil - pupils (23.9%), parents - pupils (15.2%), teachers - parents (12.1%); and students of general education schools believe: teachers are parents (6.7%), teacher is a student (69.7%), parents are students (3.9%).

Pupils of school No. 60 in such situations usually turn to their family (41.3%), friends (23.4%), and a teacher (26.9%). The answer of the students of the general education school is interesting. In such cases, they appeal to their family much more often (65.2%), to friends (13.2%), to a 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 responses of children with developmental disabilities to the questions.

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

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The question "Do you have any difficulties in communicating with other people?"

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

The question "What attitude towards yourself do you most often feel from others?" (I had to choose one of the answers: yes, no, I don’t know).

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

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

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

The question "Would you like to study with healthy students?" SKOU students expressed a desire to study in the same school with healthy children (23.1%); 76.9% do not want to study in one class, 57.7% in one school, 23.1% of students found it difficult to answer this question. Children from school No. 60 want to study in one school, but in different classes with healthy children (63.7%) in the same class (28.1%). Their unwillingness to study in the same school with healthy children was expressed (36.3%) of children, in the same class (71.9%). Pupils of a comprehensive school expressed a desire to study in one 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 with healthy children in the same school (75%) and in the same class (72.5%).

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

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

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

they are worried about their future life (83.1%), their future work (76.9%). Only a small percentage of students do not feel anxiety about their future work (23.1%), about their future life (16.9%). There were no “don't know” answers.

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

Pupils of the school of social adaptation of disabled children singled out such prevailing qualities as friendliness (9.4%), agreement (7.8%), cooperation (8.4%), efficiency (5.8%), amusement (7.1 %).

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

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

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

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

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

The following qualities were distinguished among students of a general education school: hard work (78%), discipline (64.3%), fairness (47.4%).

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

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

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

Representatives of the second group do not always know how to correctly set a goal and do not understand the means of achieving it, the desire to do without outside help is partially not realized, such children with assigned creative work cope with tasks by analogy, introduce only individual elements of creativity into it, but almost do not independently trying to find a solution. Their diligence manifests itself out of necessity, often they participate in events only because others participate in them. They do not study to the fullest extent of their abilities, sometimes they violate discipline and try to avoid responsibilities at home. They need systematic supervision from teachers and parents. They are poorly engaged in self-education.

Self-control and a sense of responsibility are poorly developed in them. They can quit the assigned job at the first difficulty, the pace of their work is low, they constantly need help, detailed instructions, and guardianship. These children often violate discipline, learn without much desire.

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

Independence and initiative in their work is rarely observed. Basically, these are passive executors of specific assignments and assignments that do not require much effort and independence.

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

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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 the fulfillment of social roles by a person. Therefore, in the educational space of the school, much attention is paid to the additional education of children.

Let us present the percentage of attendance at clubs and sections of children with disabilities in various educational institutions in diagram 4.2.

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

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

These indicators characterized the orientation of the educational process to a greater extent 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 of them. The institutions were characterized by closeness, lack of understanding of the importance of establishing productive interaction with institutions and organizations, fear of society.

- & nbsp– & nbsp–

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

- & nbsp– & nbsp–

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

Statistically significant differences were found between the students of the school for social adaptation of disabled children and the general education school in terms of the level of sociocultural adaptation and sociocultural integration.

Students of SKOU and the school of social adaptation of disabled children differ among themselves at all levels of their socio-cultural integration. The difference was found in the indicator of socio-cultural integration ”(p 0.01).

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

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

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

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

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

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

The level of sociocultural 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 - socialization, the level of sociocultural integration.

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

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

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

The study of families of children with disabilities showed in a number of cases a low level of her 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, assistance from government services, special organizations, completely excluding the possibility of their own participation in the education process 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 such children are found in general education institutions (95%).

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the activity of professional communities, civil institutions and the participation of the media.

Since 2006, 9 organizations have taken part in the examination of educational programs and projects. So, for example, in 2008, by order of the Ministry of Education and Science of the Republic of Bashkortostan No. 107 on the announcement of a competition as expert organizations, the following were approved: Trade Union of People's Education and Science Workers of the Republic of Bashkortostan, BRO LLC All-Russian Pedagogical Assembly, ANO Pedagogical Initiative, ANO MOC "Magister", RPO for support and development of guardianship activities "Union of Trustees of the Republic of Belarus", RPO "Parents' Community of the Republic of Belarus".

Thanks to the active position of the expert community, on a competitive basis, it was possible to identify the leaders in the general education of the Republic of Belarus, the best in achievements, the pedagogical elite. For the first time in January 2009, a public examination of the level of preparedness for innovative activities of school principals of the republic was carried out. These facts indicate that the regional system of external assessment of the quality of general education is dynamically developing.

The concept of the development of the regional system of external assessment of the quality of general education, developed by us, has proven its worth due to the combination of the model and the innovative movement in the educational system of the republic. The involvement of experts from different regions of the country made it possible to obtain an assessment

models at the federal level. The key to success was the extrapolation of the concept and model to other regions with similar socio-economic and geopolitical conditions. We believe that the further development of the system should be based on the results of a predictive analysis of the functioning of the general education system in the region, identifying its problem areas and growth points, determining the state of the quality of general education. It is necessary to create an innovative element that would combine all directions of the processes of modernization of the regional system of general education and its external assessment. Such, in our opinion, can be a regional situational center, where a bank of formalized management decisions should be created, allowing to quickly respond to various monitoring combinations, assessed at a certain point as, for example, favorable or alarming, stable or critical for the further development of society.

Literature

1. Tsyrenov V.Ts. Formation of universal training activities- the basis of the standard of primary general education // Program for the development of regional education systems. - Ulan-Ude: Balig. -WITH. 41-45.

Fomitskaya Galina Nikolaevna, Doctor of Pedagogy, Associate Professor, Head of the Department of Pedagogy, Buryat State University. Email: [email protected]

Fomitskaya Galina MkoShvsha, doctor of pedagogical sciences, head of the department of pedagogy, Buryat State University. Email: [email protected]

K 37.043.2 - 055

Original Russian Text © V.Ts. Tsyrenov The problem of socio-cultural integration of children with disabilities

In the article, the author examines the essence of the concept of "socio-cultural integration", considers the possibility of integrated learning in solving the problem of socio-cultural integration of children with disabilities.

Key words: integration, socio-cultural integration, integrated learning, inclusive learning.

© V.Ts. Tsyrenov

The problem of sociocultural integration of disabled children

In the article the author researches the essence of the concept "sociocultural integration", he considers a possibility of integrated education to solve the problem of sociocultural integration of disabled children.

Keywords: integration, sociocultural integration, integrated education, inclusive education.

General social and cultural changes led to a change in the life values ​​of Russians, their models of behavior, and the grounds for identification. The destruction of the leading socio-cultural institutions of Soviet society plunged huge masses of people into a state of "culture shock". Modern man loses himself in a society that appears to him unpredictable, strikes with the contrasts between the declared and the real.

This situation is typical for most social groups experiencing significant stress in a rapidly changing situation. This problem is especially relevant for socially unadapted categories of the population, in particular, people with disabilities.

The upward trend in the number of children with developmental disabilities in our country makes it difficult for them to access socio-cultural and educational resources. The limitedness of existing forms of education and upbringing, corresponding to the needs and capabilities of children of this category, the numerous problems of their adaptation and sociocultural integration into society (as a consequence of the defective secondary socialization) allow us to conclude that the social and educational policy in relation to children with disabilities is imperfect. Until now, the educational policy of the Russian state is dominated by an orientation towards the education of such people in specialized educational institutions.

Currently, as part of the modernization of the system Russian education, strengthening the humanization of socio-cultural relations, increasing attention to individual development of the individual, many scientists come to understand the need to institutionalize integrated models of education as the most consistent with the principles of a democratic state. Integrated education is considered as one of the most important institutions for the inclusion in society of children with different levels of mental and physical development both abroad (T. Booth, D. Dart, D. Lu-

Kas, K. Major, M. Oliver, M. Palombeiro, K. Saleisbury, A. Ward, S. Hegarty, W. Hollowwood), and in Russia (L.I. Akatov, A.N. Gamayunova, E. L. Goncharova, N. N. Malofeev, E. V. Mironova, N. M. Nazarova, M. I. Nikitina, G. N. Penin, V. N. Svodina, A. G. Stanevsky, L.I. Tigranova, S.G. Shevchenko, N.D. Shmatko).

Integrated learning acts as the most effective means of achieving the ultimate goal - the entry of a person with disabilities into society. To do this, it is necessary to create conditions that allow one to get a high-quality education, remedial assistance, and labor training. Only in such conditions it will be possible to satisfy the needs of children with disabilities in complex rehabilitation, combining medical, psychological, pedagogical and social assistance (V.Z.Kantor, 2003; G.N. Penin, 2005; G.D. Tarasova,

O.S. Orlova, 2005). At the same time, we are talking, first of all, about socio-cultural integration, which involves the social adaptation of a child with disabilities into the general system. social relations in the process of productive interaction with the environment.

Awareness of the concept of "social situation of development" (LS Vygotsky, D.B. Elkonin) explains the need for integration, convincingly shows the favorable influence of the conditions of integrated learning, which requires considerable efforts from the child and his environment, but presents great opportunities for self-development. LS Vygotsky (1983) was one of the first to substantiate the idea of ​​integrated learning. He pointed out that a special school, instead of taking a child out of an isolated world, usually develops in him skills that lead him to even greater isolation. Therefore, the task of upbringing and teaching a child with developmental disorders is his integration into life and the creation of conditions for compensating his deficiency in some other way.

The concept of "integration" is interpreted as restoration, replenishment; unification into a single whole of any parts, elements.

From a psychological point of view, "integration" is considered "as an intragroup process

The distance of the group, characterized by the orderliness of intragroup structures, the consistency of the main components of the system of group activity, the stability of sub-coordination relationships between them, the stability and continuity of their functioning, signs that indicate psychological unity, the integrity of the social community; a hierarchically organized set of intragroup processes that ensure the achievement of the named state.

In pedagogical research, "integration" is understood as a path leading to integrity, complexity, allowing to reveal patterns in pedagogical phenomena, processes, systems; identify and design hierarchical relationships between system elements; as a means of constructing pedagogical models (F.F.Koroleva, 1970; I.P. Yakovlev, 1980).

In correctional pedagogy, "integration" is defined as full, equal inclusion in all the necessary spheres of society's life, the achievement of the possibility of a full-fledged independent life and self-realization in society in accordance with special needs (N.N. Malofeev, N.M. Nazarova, L.M. Shipitsina ).

The essence of understanding integration processes is defined by the world community by the Concept of Normalization (Nirye, 1976) and consists in the fact that people with disabilities, under appropriate conditions, can learn socially significant skills and stereotypes of behavior that are considered necessary for normal social functioning on an equal basis with other members of society, for in order to live in society an independent life in accordance with their special needs (N.M. Nazarova, 2004). This concept was the basis of the integration model of the modern social policy of Western countries.

Integration processes in the system of special education did not take shape immediately. They are enshrined in international and Russian documents, reflect the position of society and the state in relation to persons with developmental problems: Declaration of the Rights of the Child (proclaimed by a resolution of the UN General Assembly (1959); Convention against Discrimination in Education (1960); Declaration of Rights persons with disabilities (adopted by the UN General Assembly in (1975); Convention on the Rights of the Child, adopted by the UN (ratified by the

amended by the Supreme Soviet of the USSR of 13.06.1990); World Declaration on the Survival, Protection and Development of Children (1990); RF Law on Education (1992), etc.

The presented documents reflect the joint education with peers carried out in educational institutions for children who have special needs while providing individual special assistance and support.

The analysis of the conducted research showed different approaches from foreign (A. Gasparis, E. Kul, L. Sale, David Rodriguez, K. van Ruyswijk, F. Hugebum, H. Olsen, P. Evans, etc.) and domestic scientists (V. G. Goncharova, E.I. Leonhard, N.N. Malofeev, 2001; Z.P. Medvedeva, 2001; N.M. Nazarova, 2000; M.I. Nikitina; E.A. Strebeleva, 2001; T.V. Furyaeva, 1999; L.M.Shipitsina, 1998; N.D.Shmatko, 2001; and others).

The domestic concept of integrated education (H.N. Malofeev, 1996, 1997; H.N. Malofeev, E.L. Goncharova, 1999; ND Shmatko, 2000) presupposes compulsory early comprehensive care for every child with disabilities. The introduction of this model into the practice of education provides people with various disabilities with equal rights to receive education and is an important condition for their social adaptation. Teaching and raising children with disabilities together with normally developing children has obvious advantages: such a child is constantly among his peers, his thinking and behavior are formed in a natural social and educational environment, he does not break away from his family and his usual living conditions. At the same time, such a learning model must necessarily provide for the preservation of the child's physical and mental health.

In the course of scientific and practical searches (T.V. Pelymskaya, N.D. Shmatko, 1996; E.I. Leonhard, 1998; and others) related to the problems of integrated education and upbringing of children with disabilities, conditions necessary for their successful education in a general educational environment: early detection of a defect and the provision of medical, psychological and pedagogical assistance to such children; selection that reasonably recommends integrated learning; the presence of special educational conditions in an educational institution; the willingness of parents to help their child, etc.

The conditions necessary for the successful integrated education and upbringing of children with disabilities should be provided by state, municipal and non-state bodies, parents, pedagogical, medical and other personnel involved in the educational process.

The most significant principles of education of persons with disabilities at the stage of sociocultural integration are: the principle of pedagogical optimism; the principle of early pedagogical assistance; the principle of correctional-compensatory and rehabilitative orientation of education of persons with disabilities; the principle of the activity approach in teaching and upbringing; the principle of socially adaptive orientation of education; the principle of the development of thinking, language and communication; the principle of the need for special pedagogical guidance; the principle of productive interaction.

According to R.G. Aslaeva (2005), the key concept for defining the goals and objectives of integrated education is “a single educational space”. The inclusion of a problem child in this space will provide him with the conditions for mastering the training program in accordance with individual capabilities.

In this case, integration is considered as the goal of training: a graduate with developmental defects must enter society, integrate into it as a full-fledged and full-fledged person, capable of independent life, interacting with people around him, productive activity and satisfying basic human needs (S.E. Andersen,

E. Holstein, 1983; A. Leve, 1983; A. Maslow, 2003).

From these positions, integrated learning acts as the most effective means of achieving the ultimate goal. To do this, it is necessary to create conditions that allow one to get a high-quality education, remedial assistance, and labor training. Only in such conditions it will be possible to satisfy the needs of persons with disabilities in complex rehabilitation, combining medical, psychological, pedagogical and social assistance (V.Z.Kantor, 2003; G.D. Tarasova, O.S. Orlova, 2005). At the same time, we are talking, first of all, about sociocultural integration, which presupposes the social adaptation of a child with disabilities.

health in the general system of social relations in the process of productive interaction with the environment.

In our opinion, the rehabilitation of children will be more effective in conditions of sociocultural integration, if it is supported by social and pedagogical protection (N.V. Antipieva, 2002; A.P. Konovalova, O.A. Denisova, 2005).

Generalization of research on this issue allowed us to formulate a definition of sociocultural integration. Socio-cultural integration of children with disabilities is a combination of various elements of society and social environment into a single space; introduction of one system or one technologies into different environments; combining elements of different cultures in the micro- and macrosociety or introducing a unified system of social norms into different cultures.

We believe that the problem of socio-cultural integration should be solved through the construction of a complex multi-level psychological and pedagogical space. In this case, the construction of space presupposes the following sequence: semantic substantiation of the created space; establishment of a hierarchy of structure and a person's place in it; interaction of elements of space mechanisms; creation of favorable conditions for subject-object interaction; the use of diagnostic criteria that allow a qualitative assessment of the dynamics and results.

The principles of the system of integrated education and upbringing, according to L.M. Kobrina are:

1. Optimization of the socio-cultural environment of a child with developmental disabilities (the leading condition for adaptation is the socio-psychological environment - the actual space of his habitation, the condition for the formation and implementation of intellectual, mental and physical capabilities).

3. The principle of realism, requiring the solution of the problems of training, rehabilitation and adaptation based on tested and proven methods and methods.

4. The principle of unity and complementarity of individualization and integration in the content and forms of educational, labor, cultural and leisure activities.

5. The principle of an activity-based approach to organizing the integration process, which is

It is flexible, dynamic, efficiently restructuring and changing the forms of work in accordance with the social order.

6. Complexity of measures.

These principles are implemented in the social environment of children with developmental problems, the conditions for the organization of which (as defined by L.I. Aksenova, 2001) are:

Providing conditions for the life and upbringing of a child in his own family;

Integration of resources of the state and public spheres in space social assistance persons with disabilities and their families;

A holistic approach to the organization of socio-pedagogical activities in the space of social assistance based on the relationship between various components, its components (including legal, social-medical, socio-psychological, educational and other aspects);

Unity of actions of the family and social institutions in the space of social assistance (creation of a system of social services with obligatory training of parents and other family members in specific methods of communication, education and training of a child and their inclusion in the process of social and pedagogical activity);

Providing integrated education for children with disabilities in the environment of healthy peers in accordance with individual training programs, including teaching socially significant skills and standards of behavior in society;

Providing adults with developmental disabilities with housing conditions that allow them to lead an independent life in society;

Introduction of special programs for vocational training of such persons, assistance in their employment and support in labor activities.

In his report at the international conference H.H. Malofeev (2001) pointed out that the domestic concept of integrated education should be based on three basic principles: integration through early correction, integration through compulsory corrective assistance to the child, integration through multi-level models: combined, partial,

temporary and complete.

The forms of integration developing in our country are (L.I.Shipitsina):

Internal integration within the special education system (for example: weak

hearing children and children with severe speech impairments, children with intellectual and sensory impairments are integrated into the appropriate special educational institutions for deaf (hearing impaired) or blind (visually impaired) children, where they study in separate classes);

External interaction of special and mass education. In preschool institutions of a combined type, taking into account the level of development and individual characteristics of the development of children, they were tested for Russian conditions (Z.P. Medvedeva, T.V. Furyaeva, N.D. Shmatko):

Combined integration of children with a level of psychophysical and speech development, corresponding or close to the norm, self-serving, 1-2 people each. are brought up in mass groups, receive systematic correctional assistance from a teacher-defectologist and teacher-psychologist;

Partial integration - children (1-2 people), who are not yet able to master the program requirements on an equal basis with healthy peers, stay only part of the day in a group of normally developing peers;

Temporary integration - pupils of a special group, regardless of the level of psychophysical and speech development and self-service skills, unite with healthy children at least 1-2 times a month to carry out educational activities;

Full integration of children (1-2 people each) with developmental disabilities, corresponding or similar in terms of the level of psychophysical and speech development to the age norm, self-serving, psychologically ready for joint training with healthy peers, are included in the usual groups of general developmental kindergarten institutions "Initial school-kindergarten”, While they should receive corrective assistance.

Various forms of integrated education for children with disabilities in a regular class of a mass school are determined by the choice of parents and the level of general development of the child close to the age norm. At the same time, it is necessary to implement an individual approach, taking into account the special needs of the child in question, and provide special corrective assistance.

An important aspect of socio-cultural integration is the development and implementation of individual rehabilitation programs that provide for the compliance of medical, psychological

psychological, pedagogical and social measures to the individual capabilities of specific people with developmental disorders (both in content and in form). The individual rehabilitation program aims to integrate a person with disabilities into society.

The implementation of rehabilitation programs for children with disabilities is carried out by teachers. Unfortunately, today in Russia as a whole there are no qualified personnel who are ready to work with such children; a system for their vocational training taking into account the changed requirements. This should become a whole state system, grow into a developed infrastructure, including early assistance, qualified complex multi-level psychological, medical and pedagogical support of a child at an early, preschool and school age, various forms of his socialization, pre-vocational training and provision of feasible work. The organization of a complex multi-level psychological and pedagogical space, socio-cultural integration will undoubtedly contribute to improving the quality of educational services provided, taking into account the specifics of the present time, contributing, first of all, to the social and psychological rehabilitation of persons with sensory impairments.

The effectiveness of the process of integrating persons with disabilities can be achieved through the inclusion of special (correctional) educational institutions and educational institutions in the educational process; institutions of additional education; centers: psychological

medical and social support, rehabilitation, family, early intervention, children's creativity; a family raising a child with developmental disabilities; creating upbringing, developing, socializing spaces. Their interaction will form the basis for the optimal functioning of a complex, multi-level psychological and pedagogical space. As a result of the construction of a complex multi-level psychological-pedagogical space, we will consider the creation of a mechanism for interaction between the subjects of activity and the level of socio-cultural integration of children with disabilities.

Determining the position in relation to integration, incl. and to persons with disabilities, it is necessary to develop

such a model, which would carry out the interaction of the structures of mass and special education, did not lead to the curtailment of special educational institutions, did not block the development of the system of differentiated special education, and made it possible to optimally solve the problems of the socio-cultural integration of children with disabilities and the modernization of the special education system.

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

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

In general, in our country, the problem of education of children with disabilities in last years was aimed at finding the optimal model of an educational institution that would be focused on their integration into society. However, the point is not in the model or type of educational institution, but in the organization of an individual educational and upbringing space for a child with disabilities. Therefore, one of the ways to solve this problem is the design and development of an inclusive educational space, within which the possibility of solving an important pedagogical task will be realized - the socio-cultural integration of persons with disabilities.

Thus, for the full-fledged socio-cultural integration of children with disabilities, it is necessary not only to develop various forms of integrated

education, but also to explore the potential of an inclusive educational space for such a child in order to create optimal conditions for his socio-cultural adaptation and socio-cultural integration into the surrounding society.

Literature

1. Antipyeva N.V. Social and pedagogical protection of disabled people in the Russian Federation. - M .: VLADOS-PRESS, 2002 .-- S. 223.

2. Kobrina L.M. Integrated learning in rural school as a means of optimizing the educational process. - SPb .: Nauka-Peter, 2005 .-- P. 176.

3. Konovalova A.P., Denisova O.A. Social and pedagogical protection of disabled people in conditions of additional education. - M .: Nauka-Peter, 2005 .-- P. 144.

4. Psychology. Dictionary / under the general. ed. A.B. Petrovsky, M.G. Yaroshevsky. - M., 1990 .-- S. 140.

5. Dictionary of the Russian language. - M., 1981 .-- P. 671.

Tsyrenov Vladimir Tsybikzhapovich, Candidate of Pedagogy, Associate Professor of the Department of Pedagogy of Buryat state university... Email: [email protected]

Tsyrenov Vladimir Tsybikzhapovich, candidate of pedagogical sciences, associate professor, department of pedagogy, Buryat State University. Email: [email protected]

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

Scientists, practitioners, specialists (doctors, psychologists, teachers, social educators and social workers) are looking for ways and forms of integrating children with disabilities into society, opportunities for their adaptation in large and small societies. The family remains one of the main means of social and 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 mental suffering, in the system of positive family communication gains support and support.

“Sociocultural integration of the individual” is a process and, at the same time, a system for including an individual into various social groups and relationships through the organization of joint activities (primarily play, educational, labor).

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

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The problem of socio-cultural integration of children with disabilities

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

Scientists, practitioners, specialists (doctors, psychologists, teachers, social educators and social workers) are looking for ways and forms of integrating children with disabilities into society, opportunities for their adaptation in large and small societies. The family remains one of the main means of social and 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 mental suffering, in the system of positive family communication gains support and support.

“Sociocultural integration of the individual” is a process and, at the same time, a system for including an individual into various social groups and relationships through the organization of joint activities (primarily play, educational, labor).

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

The main problem in children with disabilities, most often, is loneliness, low self-esteem and lack of social self-confidence, depression, feelings of rejection due to their deficiencies, psychological and physical dependence, and an excruciating inability to discuss their difficulties.Problems in establishing and developing relationships with the opposite sex are very acute. Overestimation and underestimation of their own strengths, abilities, position in society are more common among the abnormal than among the normal.

The domestic concept of integrated learning is based on three basic principles of integration: through early correction; through compulsory corrective assistance to each child; through informed 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 the “share of integration” available and useful for 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 training in specially organized classes or small groups (in the space of a mass school). Similarly with the model of full inclusion 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 the group with disabilities with typically developing children at least twice a month to carry out various educational activities.

An indispensable 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. In duty additional teacher includes not only direct assistance to a student with special educational needs, accompanying him learning activities, but also joint work with the main teacher to modify pedagogical methods and means in accordance with the principle of individualization of the learning process.

Each form of integration carries a specific 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 collective, fulfills the general program and lives according to the rules of this collective.

Sections, various circles, festivals, contests are effective forms of social integration; organization of excursions, hikes, concerts, etc., where children with disabilities can realize their abilities in a circle of peers and win their sympathy and respect.

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

External include:

• early detection of violations and implementation of 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:

• the level of psychophysical and speech development, corresponding to the age norm or close to it;
• the ability to master the general educational standard within the time frames provided for typically developing children;
• psychological readiness for integrated learning.

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

The first condition - early detection of deviations - requires the creation and legalization of an early assistance system functioning 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 associated both with a shortage 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 learning, which implies 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 relevance of integration as innovation process in the education system, we consider it important to note those negative trends that are 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." It is obvious that 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 can 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 impairments, behavioral and emotional-volitional features, complex developmental disorders, etc.

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

The processes of inclusion, which are widely represented in the West and are beginning to appear in Russia, allow to remove these restrictions. We list the transformations that an educational institution should undergo, which has chosen the path of inclusive education for all:

• changes in the consciousness of society, first of all, of teachers, associated with the need and the possibility of inclusive education for all children;
• changing the architecture of educational institutions, adapting to special needs;
• reducing the size of groups;
• improving and enriching the equipment of groups with equipment and various benefits;
• creating a team of specialists in each institution to help teachers of general education adapt methods to the characteristics of the child;
• implementation of individual learning plans that allow children to master the general program at an individual pace.

In summary, 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 taking into account the strengths and weaknesses of 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 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 undeniable value due to the targeting and uniqueness of assistance. At the same time, it cannot be the only, uncontested form of teaching a child with disabilities. Therefore, today it is appropriate to talk about the mutually enriching development and functioning of all types of education for persons with disabilities:

• traditional, implemented in a 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 possible 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 its most effective models 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 for meeting special educational needs) - can be a factor that hinders the successful learning and favorable development of children with disabilities.

With the aim of the successful practical implementation of the ideological positions of modern pedagogy, training in an educational institution should be considered in the unity of its educational and social characteristics.

In accordance with the theoretical foundations of inclusive education, the assessment of the performance of an educational institution includes information on student performance, as well as data on the interpersonal relationships of children with different levels of psychophysical development. The productive advancement of students in accordance with their individual educational trajectory indicates sufficient didactic support of the 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 implementing the objectives of inclusive education.

Bibliographic list

1. Andreevskikh S.G. School for all // Materials of the International scientific and practical conference"Problems of the modern school and ways to solve them: inclusive education" / ed. Anufrieva S.I., Akhmetova L.V. Tomsk, 2008.
2. Bunch G. Inclusive education. How do you succeed? Basic strategic approaches to work in an integrative class / Per. from English N. Groznaya and M. Shikhireva. M .: "Prometheus", 2005. 88 p.
3. Ekzhanova E.A., Reznikova E.V. Fundamentals of integrated learning. M .: Bustard, 2008.286 p.
4. Volosovets T.V. Conceptual approaches to the creation of a vocational education system for disabled people in the Russian Federation [Text]: /TV. Volosovets. - M .: 2003.
5. 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. - P. 60.
6. Gerasimenko O.A., Dimenshtein R.P.. Socio-pedagogical integration. Concept development [Text]: / Socio-pedagogical integration in Russia / Ed. A.A. Tsyganok - M .: Terevinf, - 2005 .-- C 7.
7. Dimenshtein R.P., Kantor P.Yu., Larikova I.V. A "special" child in Russia. How to realize his rights to education and rehabilitation [Text]: R.P. Dimenstein, P.Yu. Kantor, I.V. Larikova. / Socio-pedagogical integration in Russia / Ed. A.A. Tsyganok. - M .: Terevinf, 2006 .-- P. 71.
8. Zaitsev D.V. Integrated education as a form of realization of the right to education by disabled children [Text]: D.V. Zaitsev. // Education and human rights. - Voronezh: Voronezh State University, - 2002. - S. 65-71.

Department of Education of the city of Moscow

State budgetary educational institution

higher professional education of the city of Moscow

"Moscow city Pedagogical University»

Institute of Culture and Arts

Department of Social and Cultural Activities

Animation activity as a means of personality self-development

COURSE WORK

Direction of training - 071800.62 Social and cultural activities

Topic: Theater technologies as a means of social and cultural adaptation of children

Moscow, 2014

Introduction

Chapter 1. Theoretical foundations of social and cultural adaptation of children

1.1 Socio-cultural adaptation technologies for children in the metropolitan metropolis

1.2 Theater technologies as a means of developing the personal and creative potential of children with disabilities

Chapter 2. Experimental study of the use theater technology in the socio-cultural adaptation of children with disabilities

2.1 Research on the development of social and cultural adaptation of children with disabilities

2.2 Socio-cultural project ".............." on the socio-cultural adaptation of children with disabilities

2.3 Analysis of the obtained results

Conclusion

List of used results

Appendix

Introduction

The relevance of research. Childhood is a unique period in a person's life. The formation of his self-awareness, self-esteem, the path of further development depends on how the first stage of entering life will develop, how comfortable it will be for the child.

And for children with disabilities, this stage is more difficult: their childhood is constrained by narrow social boundaries, isolated from the wider society, full of constant psychological discomfort from the realization that they are not like everyone else. And in normal children, today's lifestyle contributes to the onset and exacerbation of mental illness.

A child, in essence, does not live through childhood, in our age he grows up early, sometimes even hardens, which complicates and impoverishes his further development. Children are mentally lonely.

According to official statistics, 85 percent of students in general education schools need help of a psychological or correctional and pedagogical nature. One of the acute social problems modern Russia are the deterioration in the health of children and the increase in child disability. According to statistics from the Ministry of Education of the Russian Federation, 1.7 million children living in Russia have disabilities.

There is also a large group of children, which cannot be accurately recorded, who do not have the official status of a disabled person, but their opportunities are limited due to chronic diseases. This category of children needs special care, society is obliged to provide them with conditions for full-fledged social adaptation, including opportunities for diversified development, training, education and profession.

At the 1st International Congress on the Problems of Comprehensive Rehabilitation of Children, held at the end of 2013. in Moscow, scientists, prominent foreign scientists, specialists from various departments emphasized the importance of interaction between educational institutions, culture, health care, and social protection. The statement of the outstanding Russian psychologist L.S. Vygotsky: “Humanity will conquer, sooner or later, blindness, and deafness, and dementia. But much sooner it will defeat them socially and pedagogically than in medical and biological terms. "

For the implementation of correctional work with such students, activities outside the walls are especially effective. educational institution.

The problem of general rehabilitation of people with disabilities is being solved by domestic scientists E.D. Ageev, S.N. Vanshin, G.P. Diyanskoy, A.M. Kondratov, A.E. Shaposhnikov, F.I. Shoev. In their works, they analyze the psychological and pedagogical features of rehabilitation work with people with disabilities in various conditions.

Research problem: the lack of conditions for the socialization of children with disabilities in the conditions of SKD.

The aim of the work was to create conditions for the socialization of children with disabilities in the conditions of SKD.

Research object: socialization of children with disabilities.

Subject of research: theater technologies as a means of socializing children with disabilities.

Research hypothesis. The process of socialization of children with disabilities will take place more effectively, provided that favorable conditions are created for the development, self-realization and communication of children, as well as with the use of theater technologies.

The purpose, object and subject of research determined the formulation and solution of the following tasks:

describe the sociocultural technologies of adaptation of children;

to characterize the possibilities of using theater technologies as a means of developing children and correcting their existing disorders;

to conduct a study of the development of social and cultural adaptation of children with disabilities;

to develop a social cultural project "......." with the aim of ..............

analyze the results obtained.

Research methods: theoretical analysis of literature on the problem of research in the fields of pedagogy, psychology, art history (theater pedagogy).

Experimental methods: methods of organizing group work.

Empirical Methods: observation, diagnosis interpersonal relationships in a peer group.

Experimental research base:

The theoretical significance of the study. The socio-cultural potential of theatrical art is considered in order to systematize the approaches of modern humanitarian knowledge to the issues of personal development and socio-cultural adaptation of children in modern society by means of theater.

The practical significance of the study. The scope of opportunities for the use of theatrical and pedagogical technologies in the work of teachers with children in educational conditions has been determined. Psychodramatic and art therapy techniques selected and adapted by the author can be used by teachers and parents.

Work structure. The work consists of an introduction, two chapters with paragraphs that reveal the main tasks of the work, conclusions, conclusions, a list of studied literature, an application.

In the introduction, the relevance of the research topic is substantiated, the problem, object and subject are determined, the goal, main tasks and hypothesis of the research are formulated, and a description of the research methods is given.

The main part presents an analysis of scientific literature on the problem considered in term paper, a description of the methods and results of the ascertaining experiment is given, on the basis of which the main provisions of corrective work are formulated, its stages, main directions and content are revealed.

In the conclusion, the main conclusions of the study are formulated.

The bibliography is a list of scientific sources, on the materials of which we relied in the course work.

adaptation theatrical correction creative

Chapter 1. Theoretical foundations of social and cultural adaptation of children

1.1Sociocultural technologies for adaptation of children in the metropolitan metropolis

In modern Russian society radical changes are taking place. There is not a single sphere of public life in which significant transformations have not taken place, requiring from a person different patterns of behavior, values, attitudes, orientations, etc. The transition from monoculture to pluralism and freedom in the spiritual sphere objectively actualizes the need for active adaptation of the majority of the population to new the conditions of their life. In these conditions, there is a need to study the socio-cultural reality that is taking shape in Russian society.

Thus, the problems of the sociocultural adaptation of the individual are beginning to acquire one of the central places in the humanities. The researchers are faced with the task of understanding how the social and cultural adaptation of children is carried out, in order to then draw an objective parallel with the adaptation of a modern Russian citizen to new conditions, to reveal how much he manages to preserve the world of values ​​today. In philosophical and sociological studies, adaptation is presented as a process of a person's entry into social environment, the development of social norms, rules, values, new social roles and positions.

In Russian psychology, adaptation is presented as the first phase personal development individual, entering into a relatively stable community. Adaptation - the appropriation by an individual of social norms and values, the formation of individuality; integration - changing the life of the people around. ...

Of great importance is the social adaptation of a child who enrolled in school as a "process and result of the coordination of the individual capabilities and condition of the child with the surrounding world, his adaptation to the changed environment, new conditions of life, the structure of relations in certain socio - economic communities, the establishment of conformity of behavior to the norms and rules adopted in them. "

According to L.S. Vygotsky, the social situation of development, is a system of relations between the child and social reality as the starting point for all dynamic changes occurring in development during a given period and determining wholly and completely those forms and the path following which the child acquires new and new personality traits ...

According to M.N. Bityanova, an adapted person is a subject of life and his further development, he is able to use the social situation given to him to solve problems today and the formation of the prerequisites for moving forward M.N. Bityanova considers the child's adaptation to school as an ability to develop.

The successful social adaptation of children to the conditions of the school environment helps to form a system of their relations with peers and adults, basic successful attitudes, which to a significant extent determine the success of education in secondary school, the effectiveness of the style of communication with students and adults, and the possibility of self-realization.

Sociocultural adaptation is understood as the process of initial adaptation, the assimilation by a person of the accepted norms of values ​​of his socio-cultural environment, including the microenvironment, with the subsequent influence of the personality on this environment.

In the sociocultural approach, adaptation is seen as a process of familiarizing a person with culture. The main objective of the study is, first of all, to determine the degree of equipment with cultural elements of a specific socio-cultural process, in this context of the adaptation process, as well as the possibility of applying the acquired knowledge in pedagogical practice. Sociocultural adaptation is one of the main factors of cultural genesis as a whole, the historical variability of culture, the generation of innovations and other processes of sociocultural transformation of the community, as well as a change in the traits of consciousness and behavior of individuals.

Sociocultural adaptation is a specially organized process of education and upbringing aimed at children gaining their integrity.

Children master the most common, vital elements of their culture. The task of adults is to form in the new generation the skills necessary for a normal sociocultural life. The task of children is to master the "alphabet" of culture as fully as possible. The development of sociocultural skills is characterized by the prevalence of the role of an adult in relations associated with the translation of cultural experience, up to the use of mechanisms for forcing a child to constantly fulfill certain sociocultural stereotypes.

The sociocultural adaptation of children is ensured by the simultaneous flow of several processes that contribute to the harmonization of children at three levels: personality, culture and society:

development, ensuring the formation of the individual personality characteristics of the child;

inculturation aimed at assimilating technologies, samples and requirements of culture, the result of which is the intelligence of the individual, as a set of acquired cultural norms integrated with the norms of the native culture;

socialization, ensuring the development of social and communicative characteristics of the child's personality.

Social and cultural adaptation of children is the process of assimilating social norms, cultural values ​​and establishing cooperative relationships in society. The essence of such a process is to ensure the emotional responsiveness and receptivity of younger students to cultural phenomena. According to A.N. Leontiev, cognition of the world and entering culture is carried out in activity, which is a unit of life, mediated psychic reflection, the real function of which is that it orients the subject in the objective world.

The main criteria for the socio-cultural adaptation of children are: the social orientation of an individual's activity, its stability and effectiveness.

The indicators of social adaptation are:

emotional responsiveness and susceptibility to the processes and phenomena of goodness, mercy, compassion, complicity, cooperation;

developed empathy, awareness of social norms of behavior and expression of the desire for them; striving for an active social position, the ability to reflexively assess their actions.

The specificity of the socio-cultural adaptation of children contains:

the implementation of the process of learning and creativity on the basis of subject - subjective relations, ensuring the success of children in educational and creative activities;

disclosure and support of the natural data of the child, the latency of educational tools and methods that contribute to individual growth, the development of personality creativity.

The effectiveness of sociocultural children is ensured by the functioning of a holistic pedagogical model, in which cultural, sociological, and leisure support creates an adaptive educational space for the disclosure and self-realization of young children.

So, socio-cultural adaptation is a process and result of a child's entry into a new social situation of development - a situation of schooling, the result of which is adaptation (a system of personality traits, skills and abilities that ensure the success of subsequent life activity0. Effective adaptation is one of the prerequisites for successful educational activity, leading for children, as it is a system of activities aimed at mastering new forms of activity, behavior and communication.

2 Theater technologies as a means of developing the personal and creative potential of children with disabilities

In modern social conditions, the problem of finding new methods of helping children with disabilities is becoming more and more urgent. In the upbringing of a child, it is important to provide timely assistance in solving various kinds of problems associated with the specifics of his illness. The most effective in solving problems of the development of children with disabilities is the use of artistic and creative technologies.

Children with disabilities are a special category of children with problems in physical, mental or mental development. For "special" children, disabled people or those with chronic health disorders, it is necessary to create special conditions. Many of these children are socially isolated from their peers due to illness, and have the opportunity to communicate with children only within the school or hospital. The self-attitude of such schoolchildren with disabilities is often characterized by a negative connotation, self-esteem in most cases is underestimated, the image of “I” is distorted ?n, self-acceptance is poorly expressed.

The effectiveness of care is adequately dependent on the use of the child's productive activities. One of the most productive activities for such children is artistic and creative.

In the process of artistic creativity of students with disabilities, the following main problems of self-attitude are solved:

The problem of forming a holistic and positive self-image. Children with disabilities often develop distortions ?a new or negatively colored self-image. At the end of primary school age, an idea of ​​one's own is added appearance; children may have complexes associated with their differences from other people. An adequate attitude towards oneself and one's disease is formed in creativity.

The child answers the questions "who am I?", "What am I?"

The solution to this problem is to create conditions for self-knowledge, self-acceptance of the child, the formation of an adequate and positive image of "I" in him in the process of creative activity.

The formation of the physical image of "I" is facilitated by classes on the topics "Self-portrait", "I in the past, present and future", "My qualities". You can invite the child to draw, dazzle, dance, play various images of himself (application).

The problem of developing an emotional-value attitude towards oneself.

In children with disabilities, the area of ​​expression of emotions is often violated, the emotional-volitional sphere requires correction. Art therapy, that is, healing through art, is important when accompanying a child with disabilities.

In the process of artistic creation, an emotional reaction of hidden and suppressed feelings occurs.

Inner world children with disabilities is original, non-standard. Children with disabilities are characterized by a special spontaneity of creativity.

The metaphorical space of art allows you to gently and gently correct the characteristics of the psycho-emotional sphere in a student with disabilities, distracts from focusing on the disease and allows you to correct unfavorable environmental conditions. Thus, the solution to the problem is the realization of the art-therapeutic potential of art in the work of a child with disabilities.

Exercises aimed at developing self-attitude, adequate self-esteem are designed to provide emotional relief for the child with the subsequent formation positive attitude to myself.

E.S. Kurolenko believes that the musical development of a child with disabilities, his creative abilities, a creative attitude towards himself in the process of musical education can be a source of strengthening his physical, mental and social health. The musical development of blind children is important. A blind child begins to actively learn about the world, himself in it, interact with it more comfortably, feel confident in any, even unfamiliar, environment.

A blind child, through sounds, is able to achieve an almost complete idea of ​​both the surrounding reality and himself (appendix).

The problem of the development of the social "I".

In children who have difficulty expressing their own thoughts due to mental or physical factors, non-verbal, creative expression of one's feelings, thoughts, attitude to reality is important. In the process of group creative activity, the child reveals his own potential through the perception of others, self-expression, overcoming the feeling of loneliness. Feelings of rejection, misunderstanding and social rejection are problems faced by children with disabilities.

With the help of artistic creativity, a child with disabilities learns to establish positive relationships with others, based on empathy, tolerance, and friendly cooperation.

Therefore, the solution to the problem of the communicative aspect of a child with disabilities is to include him in group creative work with other children (appendix).

An important method for the development of the social "I" is children's theater, psychodrama with children.

I.I. Mamaichuk believes that role-playing games contribute to the development of self-esteem of a child with disabilities, positive relationships with peers and adults. For children with serious health problems and low social experience, it is recommended to play famous fairy tales. The teacher with the child discusses the essence of the fairy tale on certain issues that help the child to restore the images of the heroes of the fairy tale and show an emotional attitude towards them. The fairy tale activates the child's imagination, develops his ability to imagine the trials in which the characters fall. The image of the hero of the fairy tale is created. The child's ability to enter into a role and imitate an image is an important condition necessary for correcting not only emotional discomfort, but also negative characterological manifestations.

Children transfer their negative emotions and personality traits to the play image, endowing the characters with their own negative emotions and character traits.

Theatrical technologies contribute to the development of a child with disabilities towards himself by expanding the role repertoire, internal experience of living life situations in the process of developing empathy, which occurs through the following mechanisms:

· identification (with the hero, with the artistic image, with the participants in the creative process, and through the creative process - with the world);

· isolation (awareness of their differences from others on the basis of the uniqueness of their work, the choice of artistic means, disidentification with the hero at a certain stage of creativity)

· self-perception (perception of one's "I" through the choice of heroes, methods of theatrical play)

· reflexive mechanisms (comprehension of one's creativity): for example, T. G. Penya believes that theatrical creativity leads to the development of an “internal critic” in a child;

· decentration (going beyond the limits of "I" by moving away from your hero, yourself, creativity).

4. The problem of self-actualization of children with disabilities. Children with disabilities need more space for self-realization, self-actualization. In the school space, such students are not always able to fully realize their inner potential due to their illness, frequent absences, and the inability to concentrate on the lessons. Artistic activities are especially important for disabled children who, due to physical or psycho-emotional characteristics associated with the disease, are often socially maladjusted, they do not have the skills of living in the world, society, and “social infantilism” prevails. In the process of joint creativity, organized in the lesson, children learn to be active, creative, independent and responsible. In the process of creating art products, the space of a professional and life path expands in front of children. The solution to this problem is to provide teachers with the freedom of creativity for children with disabilities (appendix).

It is also important to create a certain creative product, since children with special needs especially need confirmation of their "need", benefit, significance in the form of a visual result. So, for example, Yu. Krasny proposes the use of clay: children with cerebral palsy can be involved in the creation of clay figurines of an indefinite shape: it is easier and more pleasant to create clay "clamps" than plastic ones. Well-prepared clay is "more obedient", its surface retains the slightest marks of children's fingers, gray (before firing) color emphasizes every bulge and every indentation.

I.I. Mamaichuk believes that there are two vectors for the development of the personality of children with disabilities:

Return to the early ontogenetic stages of development of cognitive processes and personality, activation of these processes as previously unclaimed reserves. So, for the development of the social "I", communication skills and emotional-volitional stability, various outdoor games and relaxing techniques are used to reduce emotional stress

Orientation to the level of the proximal development of the child. This presupposes the stimulation of personality maturation in children with disabilities and includes the formation of their self-esteem, self-esteem, and adequate attitude to their defect.

In the course of the implementation of the second direction, it is important not only to ensure a positive attitude towards oneself as an individual, but also to form the child's attitude towards himself as a cultural and creative person. Therefore, in the course of classes it is necessary to form the foundations of the culture of the individual.

Thus, an effective solution to these problems is the development of a positive self-perception of a child with disabilities, creative rehabilitation, the development of a child as a creative personality. Children with disabilities need more space for self-realization, self-actualization. Therefore, the introduction of artistic and creative technologies into the work of teachers is an important factor in the harmonious development of the personality and positive self-attitude of every child with disabilities.

Chapter 2. Experimental study of the use of theater technologies in the socio-cultural adaptation of children with disabilities

1 Research on the development of social and cultural adaptation of children with disabilities

The research took place on the basis of the House of Creativity for Children and Youth "Khoroshevo" (Moscow).

In order to study the socio-cultural adaptation of children with disabilities, we prepared and conducted a survey using the questionnaire method. The experiment involved 15 people with disabilities.

a) 80-100% b) 50-70%

c) by 10-40% d) not clear at all.

a) 80-100% b) 50-70%

c) by 10-40% d) I don't know.

3. How fully did you feel your role?

a) 100% b) half felt

c) did not feel at all

a) lack of skills to transform into a game image

b) not possession of stage attention

c) skills of coordination of movements.

a) yes b) partially

a) the game form of all tasks

b) Imitation of the characteristic actions of the characters

c) I didn't like anything

a) everyone played well

b) main character

Results of the survey.

How fully and clearly was the picture of the world developed?

.How versatile and effective were the rules of the game?

4. What knocked you out of your playing image?

Were you able to realize your game plans, and if not, what prevented it?

What game moments did you like the most?

Which of the players, in your opinion, played their role best?

The study of the results of the questionnaire showed that it is necessary to constantly improve the learning process, which allows children to effectively and efficiently assimilate the material, to find the maximum of game situations in which the child's aspiration for active creative activity can be realized.

2.2 Socio-cultural project ".............." on the socio-cultural adaptation of children with disabilities

Relevance of the project.

At present, a single educational space has developed in Russia, and integration has become a leading direction in the education and upbringing of children with disabilities, which was expressed in the convergence of mass and special educational systems... It has long been accepted in the world to remove special attention to children with disabilities, their opportunities to receive a decent education and their needs for the attention, understanding and care of adults. The practical need to discuss the problem and find ways to effectively organize the process of integration and inclusion determines the relevance of the project.

Project audience:

Age: 14-20 years old

Intellectual development level:

1. Children with a normal level of intellectual development

2. Mentally retarded children

Children with persistent, irreversible underdevelopment of the level of mental, primarily intellectual activity associated with congenital or acquired organic pathology of the brain. Along with mental deficiency, there is always an underdevelopment of the emotional-volitional sphere, speech, motor skills and the entire personality as a whole.

Characteristic feature a defect in mental retardation is a pronounced inertia of mental processes with a fixation on primitive associative links, with the difficulty of their restructuring.

Goals and objectives of the project.

The purpose of the theater studio: to help a child with disabilities realize the importance of his personality, help him self-actualize, socialize and establish himself in public life through inclusive education in the field of additional services

1. Create a unified psychologically comfortable educational environment for children with different starting opportunities;

2. Creation of developing conditions for children and their socio-pedagogical support;

3. Combining the efforts of teachers and parents for the full development and upbringing of children;

4. Creation of an atmosphere of community of interests, emotional mutual support, mutual interest;

5. Creation of an atmosphere of trust, mutual respect and creative self-disclosure;

6. Organization of the stage-by-stage inclusion of children with developmental disabilities into the theater troupe.

7. Organization of joint creative activities of children;

8. Build a creative community capable of accepting new members.

The implementation of the project's tasks will be carried out through the following forms:

· Form and mode of training.

Training sessions are held 2 times a week for 3 hours (45 minutes each) with a 10-minute break between them: one lesson - theatrical play and one lesson - stage movement and one lesson - “Work on a play. The form of classes is group. The optimal composition of the group is 12 people, classes in groups of 10-15 people are possible.

· Forms and methods of teaching.

In the learning process, traditional forms are used: trainings, games, as well as active creative forms - role-playing games, dramatizations.

Mission of the project.

We offer a collectively creative work of healthy children and children with disabilities. And when a child sees that the attitude towards him is normal, that he is not an outcast, it helps him a lot for his further learning and development. And it is also very important for healthy children, they see that there are other children, that society is diverse. Most modern curricula of additional education for children in the field of stage activity do not provide for the compulsory study and mastering of the basics of acting improvisation. The experience of using improvisation as a methodological technique in pedagogical literature is essentially not systematized.

The project is carried out on the basis of the House of Creativity for Children and Youth "Khoroshevo" (Moscow).

1st section:

Theatrical play is aimed at developing stage skills and skills in the field of collective interaction with partners on the stage, as well as at the development of play behavior, aesthetic feeling, the ability to creatively relate to any business, to be able to communicate with peers and adults in various proposed circumstances and life situations. On this content, they teach contact with another person - a fundamental skill for everyday life.

Section X:

Stage movement - aimed at the development of body plastics, release from clamps, the development of the emotional nature, the ability to exist in a conflict situation and achieve the task at the same time. As a result, it becomes much easier to communicate with a wide variety of people, without hurting anyone with your opinion and without being offended by someone else's point of view.

Section X:

“Work on a performance” is aimed at creating an integral creative product (performance) by means of stage improvisation. Improvisation in the theatrical world is free interaction with a partner without imposed text. This method was first used by Stanislavsky. He was opposed to traditional training, when the actors were forced to mechanically memorize intonations and postures, and a clear stereotype of behavior was imposed on the stage. By improvising, a person learns to sincerely react to events, to feel the mood of the interlocutor, to organically adapt to any situation.

· Theatrical play.

1. Exercises and games for a sense of belonging to the group.

2.Exercises and games to develop communication skills.

3. Games and exercises to develop creativity and creativity.

4. Team building exercises and games - group cohesion.

5. Games and exercises to develop problem-solving skills.

· Stage movement.

1.Theatrical plastics.

2. Role-playing games.

Work on the play.

Scenario development

The first stage is the theoretical development of the drama of improvisational action, which includes the following points:

1. Picture of the simulated world.

a) place of action;

b) duration of action;

c) characters and their position;

G) important events preceding the simulated time period;

e) the situation at the beginning of the rehearsal.

2. Individual introductory notes.

a) play name;

b) age;

c) official biographical data;

d) the current position in society;

e) attitude towards others;

f) items and personal secrets;

g) game information;

Algorithm Intrigue Factors.

1. The factor of preparation of the participants.

It is very important for intrigue that the child understands his goal. Awareness of the player's goal occurs as a result of the teacher's personal work with the child. It is very important that the child's potential corresponds to the set goal. In addition, the goal should not cause a clear rejection in the child.

2. Factor of maintaining the goal.

The goal should shine on the participant throughout the rehearsal, since it is the spring that pushes the person to action. In the process of rehearsal, under the influence of surrounding events, the player may temporarily forget his goal, and then in a rapidly changing game world it will be very difficult to find the ends by which it will be possible to find out the necessary information. The task of the teacher is to remind the player about the task at hand.

3. Factor of maintaining decency.

Under the concept decency factors are implied that prevent the player from achieving his goal in one fell swoop. In general, we can say about algorithms that they build dynamics, creating various difficulties and forcing the player to overcome them, the teacher ensures that the difficulties are varied as well as the ways to overcome them.

Planned results and performance evaluation criteria.

The presence of a system of cooperation between preschool educational institutions and families contributing to the improvement of the processes of upbringing and education of children with disabilities attending preschool educational institutions.

The acquisition of basic communication skills by children, which are necessary for integration in society.

Development of the competence of teachers, specialists.

Overcoming psychological barriers in communication between disabled children and physically healthy children.

Table 1 Estimated costs and sources of funding.

Name of indicators Total for 2013 (in whole rubles) Source of funding Salary12,000,000 expenses 50,000 Sponsorship organizations Organizational and technical support of the project 25,000 Ministry of education and youth policy TOTAL (100%) 1,469,000 Table 1 SWOT analysis of the project.

Assessment of the current state of the internal potential of the school Assessment of the prospects for the development of the school in accordance with changes in the external environment Strengths Weaknesses Opportunities Risks 1. Highly professional teaching staff. 2. Experience in innovation. 3. Compliance of the social order with the formulated strategy for the development of education. 4. Modern technologies training 5. Comfort of the conditions of stay. 8. Physical and psychological safety. 9. The active position of children in the socio-cultural and educational space 1. The pace of renewal of the material and technical base is insufficient to achieve the set development goals. 2. Insufficient budget funding 1. Development of the creative environment 3. Improvement of inclusive education. 4. Organization of psychological support and development of the motivational environment of the educational process. 5. Creation of conditions for the personal development of all project participants 6. Strengthening network interaction with schools and rehabilitation centers of the district. 1. Insufficient equipment of the material and technical base will lead to the impossibility of fulfilling the tasks. 2. Increasing requirements for training and significant time costs will lead to a decrease in the motivation of teachers. 3. Changes in the policy of municipal authorities in relation to educational institutions.

Fig. 8 Partnership system

In the process of working on a project, one can be convinced that art as a didactic tool creates the most favorable conditions for the formation of aesthetic and ethical immunity as an indicator of the spiritual and moral culture of an individual.

2.3 Analysis of the obtained results

After participating in the project program, a repeated survey of the children participating in the project was carried out.

Results of the survey.

How fully and clearly was the picture of the world developed?

.How versatile and effective were the rules of the game?

3. How fully did you feel your role?

4. What knocked you out of your playing image?

Were you able to realize your game plans, and if not, what prevented it?

What game moments did you like the most?

Which of the players, in your opinion, played their role best?

As a result of the study on the creation of theatrical technologies for the socio-cultural adaptation of children with disabilities, as well as in the course of comprehension and generalization of experimental work, it was possible to determine that the introduction of a socio-cultural project greatly expands the traditional possibilities of game moments, creates a variety, a large selection of work methods , promotes the breadth of self-expression.

Conclusion

Summarizing the theory and practice of socio-cultural adaptation of children with disabilities, we have identified the following pedagogical conditions that contribute to the formation of the nature of this process: the creation of an integrative educational and developmental space, the constructive core of which is art, and the main goal is the formation of a full-fledged learning and communication environment, socialization and vocational guidance for children with disabilities; complex use of theater technologies; overcoming the difficulties of social adaptation of children with disabilities through taking into account their characteristics, interests and needs, freedom of choice and variability of content, forms and methods of creative self-expression in theatrical art, allowing to cope with the existing disabilities and contributing to an increase in the level of self-esteem of the individual, fostering self-esteem , the desire for self-determination, the formation of the ability to choose a life position.

The present study, being an experience of studying the socio-cultural adaptation of children with disabilities by means of theatrical technologies, does not claim to provide an exhaustive coverage of all issues of the research topic. It summarizes and analyzes the material on the basis of which it will be possible to conduct further research. Prospects for further research on pedagogical support of the process of socio-cultural adaptation of children with disabilities may be associated with the integration of additional education for children with disabilities, advanced training of teaching staff in this area; the use of theater technologies as an effective adapter for the socio-cultural adaptation of children in educational institutions.

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Appendix

.Exercise "Magic Self"

The educator asks the children about who they would like to become if they had a choice (from animals, birds, flowers, trees, objects, lessons, etc.)

The teacher says: “Today I offer you a trip to magical forest... Now you close your eyes, open them, and we will all be transported into it. How do you feel in the forest? Now, in order to gain supporters and friends, we must get to know all the inhabitants. So, in order to get acquainted with the birds, we must ourselves turn into birds. " (Children represent birds). So in turn, children turn into different inhabitants of the forest, including mushrooms and plants.

Then the children are invited to draw themselves in the form of any plant. Children draw to the music. After that, the figures are discussed.

Exercise for emotional relief "Dance with hands".

Everyone goes to the center and only with the movements of their hands shows their mood, their image for today. After that, learn from the children how each one understood the meaning of the “hand dance” performed by his peers.

.Exercise "I like myself ..".

The child is asked to complete sentences in the form of a pantomime:

"I like myself when I .."

"I feel healthy when ..."

"I love.."

This lesson is held in a mini-group. Other children guess what the depicted pantomime meant.

.Exercise "Presentation".

Each child sculpts an image of himself from plasticine (in any form). Then all the work is put on a common table. Then, after a while (5-10 minutes, while they are busy with another exercise), 2-3 people each take a sculpture and, leaving, come up with a story about it, then act out it. After staging, those children who own these figures share their impressions. It is important to focus on the following:

How accurately were their roles played?

What did you like?

What heroes do you remember?

Why did it happen?

Exercise "My tale". The children are invited to write a fairy tale themselves. To do this, the teacher offers to come up with any 10 words and write them down on paper. Using these words, you need to write a fairy tale. Choose which or which of them will be the main character, and who will be his enemy, his friend, which will be magical.

Drawing "Who to be". Children are invited to draw a drawing "Who I want to become." After drawing, each child presents their drawing on behalf of themselves in the future. The facilitator asks supporting questions: What is your name? How old are you now?

Please tell us about yourself. Tell us about your profession. Tell about your family. Where do you live? What do you do in your free time? What is your character? What are your plans for the future? What helped you become who you are now? After these questions, the children themselves can ask questions to each other.

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