Особливості роботи спеціальних закладів середньої освіти з сім’ями учнів

Abstract

The article highlights the results of a theoretical-experimental study of the work of teachers and administrators of special secondary education institutions with families of children with special educational needs of primary school age. Disadvantaged are families that have completely or partially lost their educational opportunities due to one or another reason, as a result of which they objectively or subjectively have unfavorable conditions for raising a child. Interaction with a dysfunctional family, the ability to find points of contact with it, requires the educator to have a deep knowledge of the peculiarities of the functioning of the modern family, methods of studying it and organizing work with parents, choosing effective forms and methods of working with various types of dysfunctional families. In this regard, it is important to find out the causes of family dysfunction and potential mistakes in raising children in such families. Educators experience significant difficulties in working with dysfunctional families. The insufficient number of scientific and methodological recommendations regarding the activities of educators of special institutions leads to spontaneity in working with disadvantaged families, inconsistency of pedagogical influences, which generally reduces the effectiveness of educational work. Such methods of working with families, such as discussion of pedagogical situations, role-playing and business games, trainings, familiarization with psychological and pedagogical literature, etc., are neglected. The work carried out makes it possible to determine the characteristic signs of family dysfunction: negative emotional and psychological family microclimate; parents' indifference, their insensitivity to the child's age and individual psychological characteristics in the process of family upbringing; parents' lack of control over the child's success and behavior, parents' harmful antisocial lifestyle.