PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR EXCEPTIONAL CHILD IN INCLUSIVE CLASS: COMPARISON OF WESTERN AND RUSSIAN REFLECTIONS
DOI: 10.23951/2307-6127-2018-2-95-105
The article deals with the question concerning comparative analysis of theoretical and conceptual reflections in the sphere of organization and further implementation of psychological and pedagogical support for exceptional child in the inclusive educational process. It describes main methods for creation of emotional well-being for each child in inclusive educational environment. Readers can see practical examples of the mentioned methods such as creation of situations of social success for exceptional person in the inclusive group, use of creativity for solving of different problems in the inclusive group and some other methods. Also it develops key principles of psychological and pedagogical assistance which help to reach personal success for exceptional child in the inclusive class (resistibility, collaboration between all participants in the inclusive group, orientation to learner’s personal potential and some other principles). The article creates pedagogical modifications improving process of inclusive education (change of motivational directions in the inclusive education, reinforcement of positive behavioral forms in the inclusive group as well as using of some other modifications) and presents types of adaptations which are a final product of effective implementation of psychological and pedagogical support for exceptional child in the inclusive conditions (such as gnosiological, perceptive, social and communicative, semiotic adaptations).
Keywords: psychological and pedagogical support, inclusive education, exceptional child, exceptionality, educator-psychologist
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Issue: 2, 2018
Series of issue: Issue 2
Rubric: GENERAL AND INCLUSIVE EDUCATION
Pages: 95 — 105
Downloads: 797