Abstract
The article is devoted to the analysis of the problem of social and pedagogical support of children with visual impairments in the conditions of secondary education establishments. Socio-pedagogical support is considered as a system of consistent, comprehensive, socially oriented pedagogical activity of a team of specialists, which provides processes of individualization of the student's personality, creates conditions for his self-determination at the expense of capabilities and abilities, protects student’s rights. The article presents social and pedagogical support method of children with profound visual impairments in the educational and rehabilitation centre. The main components of the methodology of socio-pedagogical child support are determined: experimental, productive, normative, corrective, informational, and its functions within the educational process: diagnostic support, counseling, informational and methodological support, organization and management. The main indicators of social and pedagogical methods’ support efficiency in various spheres of the child socialization are defined: in the sphere of leading activity; of interpersonal relations and communication; of self-awareness. Based on the indicators of the effectiveness of socio-pedagogical support and criteria, three generalized levels of socialization of children with profound visual impairments are identified. A set of socio-pedagogical technologies for organizing the process of students with visual impairments socialization based on the case method has been worked out and tested. The effectiveness of experimental technology introduction was confirmed: the success rate in children's educational activities, the level of integrative skills’ development, the average indicators of social activity and morality were increased. The number of children with a high level of socialization has increased.
Published Version
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