Abstract
The topic of the research covers socio-pedagogical problems of formation of significant parental competencies required for effective development of children with disabilities, including intellectual impairment and multiple types of mental deficiency (moderate, severe, profound mental retardation – F 71, 72). This article is the review of the parental competence structure and its distinctive features, it defines the characteristics that lead to deformation of competency comprising rejection of a child with developmental difficulties, hyperprotection, misunderstanding the patterns and uniqueness of personal development of children with special health needs, the narrowness of the applied influencing methods, and analyzes the conditions for guiding parents raising children with disabilities. A few conditions are highlighted among the main terms. They cover the support in understanding the level and state of parental knowledge, pedagogical and psychological competence; and the professional culture of team interaction of all subjects included in the educational process of the educational organization. The importance of persistent accompaniment as the basis for modeling the parental competence is substantiated in the research.
Highlights
The topic of the research covers socio-pedagogical problems of formation of significant parental competencies required for effective development of children with disabilities, including intellectual impairment and multiple types of mental deficiency
To carry out an experimental analysis of parental competencies in the main aspects and to discover the social and pedagogical conditions that contribute to the optimization of developmental processes, therapy and successful social adaptation of students with special health needs
The hypothesis of the research is based on the assumption that consulting a parent, as the main person involved in the upbringing of a child with disabilities, including children with severe multiple developmental deficiencies, should be persistent throughout the training; take into account the level of parental competence, including knowledge, pedagogical and psychological aspects; and have a professional culture of teamwork in the educational organization
Summary
Parental competence is defined as a socio-pedagogical phenomenon, containing a combination of integrative qualities of a parent's personality, as well as components and properties (cognitive and informative, value-motivational, emotional and behavioral, communicative and reflexive, technological), addressed to their child and necessary for the successful implementation of the upbringing process [6]. It is known that children, that fall into the discussed category, display unpredictable cognitive, communicative, motor skills and emotions, which leads to significant difficulties in choosing pedagogical methods, as well as in providing psychological, pedagogical, social support aimed to coach the parent (legal representative), in order to arrange their future life It results in identifying the problem of finding a proper competence model for the parents in terms of social and pedagogical support in a holistic educational chain (that includes preschool, school and professional fulfillment), based on understanding the attitude to their child, as well as a specific set of pedagogical techniques on the development of the child, and other factors. The purpose of the research is to find methods to increase the competence of parents raising children with disabilities, in order to optimize the process of social adaptation and improving the quality of life
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