Primary School Children with Special Education Needs
Gavrilushkina O.P. PhD (pedagogics), Professor, Chair of Preschool Pedagogic and Psychology, Department of Educational Psychology, Moscow State University of Psychology & Education, Moscow, Russia, email@example.com Egorova M.A. PhD (pedagogics), Dean of the Department of Educational Psychology, Moscow State University of Psychology & Education, Moscow, Russia, firstname.lastname@example.org
The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.
Keywords: elementary school children with special educational needs, social and communicative competencies, environmental impacts, educational process, collaborative activity
This work was financially supported by the Ministry of education and science of the Russian Federation (the State contract No. 05.043.12.0018 dated 23.05.2014)
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