Mainstream support for the development of subjects of the educational process with features of psychophysical development in the conditions of inclusion
Abstract
The article discusses current issues of sociological, psychological and pedagogical scientific literature in the context of the specific content of psychological support for child development and on this basis to justify its interdisciplinary nature. Defined conceptual and technological approaches to the study psychological and didactic support of inclusive education in conditions ontogenesis and dysontogenesis. The direction of the psychological basis of inclusive education of schoolchildren in theoretical and applied research in the field of special psychology has been developed and justified, for the purpose of diagnosis and correction child and child-adult interaction in the system of psychological and didactic support of inclusive education. An innovative theoretical and organizational model of psychological support for inclusive education of schoolchildren with disabilities has been developed. A comprehensive psychological support program has been implemented integrated training and education in relation to school age in the conditions of school educational institutions. The degree of effectiveness of the tested author's program was assessed psychological and didactic support for inclusive education of children of different categories.
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References
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