CC BY
0PSYCHOLOGICAL SCIENCES
PECULIARITIES OF THE ORGANIZATION OF CORRECTION-DEVELOPING ENVIRONMENT FOR
CHILDREN WITH MENTAL DISORDERS
Lysenkova I.P.
Mykolayiv institute of human development of institution of higher education "Open international university of human development «Ukraine»", Head of department ofpsychology and special education, Ph.D. in correctional pedagogics, Associate Professor
Abstract
The features and possibilities of organizing the correction-developing environment in the educational process of educational institutions are discussed in the article. There is also an deep understanding of such a category as children with mental disorders. In order to improve the development of education, one of the main tasks, which focuses efforts of public administration, educators and psychologists of educational institutions providing education, is the creation of a correction-development environment. The correction-developing environment of the educational institution as a component of the educational space has at its disposal resources for the organization of cognitive activity, the development of the emotional sphere of the child, especially with violations of mental functions.
Keywords: child, violation of mental functions, educational process, emotional sphere, correction-developing environment.
Introduction. In recent years, special pedagogy highlights the integration of the child with deviations in the psychophysical development of society. During the years of independence of Ukraine, new priorities for the development of education have been identified, the relevant legal framework has been created, practical reform of the industry has begun. The main purpose of the Ukrainian educational system is to create conditions for the development and self-realization of each individual citizen of Ukraine, the development of the value of civil society. The priorities of state policy in the development of education were the following concepts: personal orientation of education, improvement of its quality, development of the Ukrainian-speaking and cultural space, introduction of information pedagogical technologies, integration of Ukrainian education into the European and world educational space.
Priority in the educational process of a modern educational institution becomes the issue of organizing a correctional-developing environment. Educational environment is the starting point for the development of a child with mental disorders. It is varied, thematic, mobile, effective and has a tendency towards development and dynamics in accordance with the cognitive and emotional development of the child. The choice of activity in the educational environment facilitates the realization of one's own goal, the conditions of its achievement, the pursuit of the final result, the ability to overcome difficulties and, thus, self-realization, to express themselves as individuals. In order to improve the development of education, one of the main tasks, which focuses efforts of public administration, educators and psychologists of educational institutions providing education, is the creation of a correction-developing environment. The correction-developing environment of the educational institution as a component of the educational space has at its disposal resources for the organization of cognitive activity, the development
of the emotional sphere of the child, especially with violations of mental functions.
Analysis of previous works. The urgency of this problem lies in the fact that for children with mental disorders, the correction-developing environment should open up new levels of freedom that the child can master or reject. Correction-developing environment is f field of activity, lifestyle, transfer of experience, creativity, etc. It is quite diverse and rich in randomness, requiring a child to search for means of cognition, stimulate cognitive and research activities [3, p. 155].
The current study on correctional impact on the child with impaired mental functions (T. Vlasova, I. Eremenko, V. Lubovskyy T. Mironov, I. Morgulis, L. Prochorenko, T. Rozanov, T. Sak, E. Sobotovich, M. Sheremet) prove the necessity and expediency of creating innovative pedagogical means of correctional developmental education and upbringing of this category of children. Domestic and foreign scientists, psychologists, psychotherapists (Sh. Amonashvili, L. Artemova, L. Vygotsky, D. Elkonin, L. Zhuravlev, Z. Leniv, O. Leontiev, P. Lesgaft, M. Panfilov, T. Roeser) as that the powerful influence of various forms of work with children with special needs not only promotes significant improvement of mental and physical health, improve mental abilities, but also the successful development of emotional sphere of children with mental functions [2, p. 99].
Presentation of the material. Questions of correction-developing work with children with mental disorders have always been relevant to the problems of correctional pedagogy and special education. The search for effective forms of correctional influence on children with mental disorders, improvement of forms and methods of special training, development of new correction technologies are the main directions of the modern system of education and upbringing. To overcome the intellectual abnormalities of children, a scien-
tifically grounded system of means is needed to improve the medical, psychological and pedagogical support of the child in the correction-developing environment of the educational institution [4, p. 3]. Creation of a correction-developing environment aimed at the development of the emotional sphere of children with mental disorders, involves the introduction of a system of innovative pedagogical tools that are conducive to their full development.
Some scientists argue that the success of solving the problems of modern humanistic-oriented pedagogy is possible only with the integration of medical, psychological and pedagogical sciences. At the present stage of development of society, such mutual penetration should be recognized as a priority, focused on self-determination and self-realization of the individual [6, p. 331].
The scientific substantiation of the compensatory incorporation of biological functions of the body in the event of a violation of the normal development of the child, through which the relationship between the organism and the environment is restored (I. Pavlov, I. Sechenov) has the particular importance. As a person lives in real natural and social structures that are constantly changing, compensatory reorganizations take place not only in biological but also in social adaptation, which necessitates a specially organized system of education and upbringing. The highest stage of the manifestation of compensatory processes is the formation of a fully-fledged, fully developed personality, as the leading factors in the restoration of existing deviations and in the further normal development of the human psyche are social factors of compensation (L. Vygotsky, M. Zemtsova, O. Litvak, I. Morgulis, V. Sinyov, E. Sinyova) [1, p. 43].
The creation of a correction-developing environment in an educational institution requires consideration of such requirements as [1, p. 30]:
> stimulation of search activity and speech activity of the child;
> satisfaction of speech needs in the cultural and value awareness of the environment;
> the presence of speech and creative orientation;
> freedom and independence of the child;
> integrability;
> taking into account sexual and age characteristics of the child;
> dialogicity;
> stability-dynamism;
> humanization.
Significant contribution to the application of the systematic approach to the study of pedagogical and psychological phenomena was made by Y. Babansky,
O. Kirichuk, F. Korolev, N. Kuzmin. The need to distinguish the main components of the system in which the process of reviewing the main regularities between them, the elucidation of the source of development and the definition of the conditions for effective management of this process are discussed in the works of these scientists [5, p. 247].
Conclusions. Thus, the creation of a correction-developing environment, taking into account the peculiarities of individual development of children, is one of the psychological and pedagogical conditions for effective development and correction of children with intellectual disorders. The characteristic of the proper values of components of the correction-developing environment at a high level, forecasting and taking into account the difficulties of implementation in the practice of the work of the educational institution is the basis for analyzing the quality of the functioning of the components of the correction-developing environment. The specification of each transformation allows for var-iational influences and effective conditions for their implementation. The strategy of interaction of a teacher, a psychologist, a specialist with parents in the correction-developing environment is characterized by the attitude towards them as active subjects of the given environment, subjects of psychological and pedagogical support of the child with violations of mental functions. The integration of the child's development environment is ensured by motivating parents to participate in the correctional-pedagogical process, education, training, and the formation of an active position of the parents and the child as subjects of the correction-developing environment.
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