Special Education Program For Elementary Schoolchildren With Special Needs

Abstract

In the process of inclusive education, children with disabilities experience a higher degree of progress in social development. The positive side of inclusive education is that it forms such social values ​​for all participants in the educational process as tolerance, mutual respect, mutual cooperation, self-awareness as a member of society. Inclusive education also gives a chance to develop humanistic skills and abilities, to teach each other and help both oneself and people around. But it should be noted that the process of including these children in mass educational institutions involves many difficulties. The relevance is justified by problems caused by the introduction of inclusive / integrated education in educational practice, that is, co-education and schooling of children with ordinary educational needs and special educational needs (SEN). The purpose of the study is to form correct behavior, master communication skills and ability to control own behavior in conflict and other stressful situations. Some identified problems include: weak psychological and professional readiness of teachers to implement inclusive practices; specifics of social and personal development of all children in a changed socio-cultural environment. It was revealed that on the threshold of school education, some modern children, even with healthy development, have a low level of social and communicative competence. This is expressed in the weakness of verbal regulation of actions, difficulties in communication, interaction, etc. We have proposed an intervention program for elementary school children with disabilities, which can be successfully introduced into the practice of educational organizations.