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10"Oriental Art and Culture" Scientific-Methodical Journal / ISSN 2181-063X Volume 3 Issue 3 / September 2022
THE ROLE OF CHOREOGRAPHY IN INCLUSIVE EDUCATION
Shakhzoda Tursunovna Khudoynazarova Uzbekistan State Academy of choreography
Annotatsiya: The number of disabled children, whom the psychological and pedagogical community correctly calls children with disabilities, is growing steadily. In this final attestation work, disability is considered not only as a health disorder with persistent disorders of body functions, which led to a restriction of vital activity, but also as a way of forming and developing a personality in a special social situation of development. The lack of socially important skills leads to social maladaptation in society, which, in turn, receiving citizens who are not adapted to life in society, becomes obliged to support them throughout their lives.
Keywords: rhythmics, movement, applause, hearing, music, movement
Consequently, the development of socially important skills in adolescents with disabilities is relevant not only for the development of children with disabilities themselves, but also for the development of society as a whole.
A study was conducted to identify pedagogical conditions for effective socio-cultural rehabilitation of children with disabilities
It was assumed that choreography classes have a positive impact on the indicators of socio-cultural rehabilitation of children with disabilities.
A comprehensive research method was used in the work, including diagnostic methods such as conversation, testing, methods of complex influence - choreography classes with elements of socio-pedagogical training and autogenic training; methods of mathematical processing of research data.
The study of the effectiveness of the system of pedagogical activities for the development of socio-cultural skills of children with disabilities by means of choreography was carried out on the basis of the Rehabilitation Center of the disabled of the Dimitrovgrad local public organization of disabled support workers "Overcoming", where classes of the preschool "Wheelchair Dance Collective "Inspiration" have been held since 2002. The study involved 20 children with disabilities of younger and middle preschool age, who were divided into two research groups to obtain reliable and meaningful results.:
- 10 children aged 7-11 years who did not attend classes of the preschool "Wheelchair Dance Collective "Inspiration" during the study period (control group);
- 10 children of 7-11 years of age who are engaged in the preschool "Wheelchair dance Collective "Inspiration" (experimental group).
The analysis of literary sources and more than 15 years of own experience in the field of socio-cultural rehabilitation has shown that the pathologies of children associated with disorders of the musculoskeletal system are diverse and widespread, recently there has been an increase in children with motor disorders. Analysis of domestic publications has shown that the practice of socio-cultural rehabilitation by means of choreography is practically not widespread in our country, while dance therapy in rehabilitation has been used abroad for a long time.
The implementation of the research part of the final attestation work was carried out in three stages:
Stage 1 - ascertaining. At this stage, the level of development of socio-cultural skills in children with disabilities was determined.
Stage 2 - formative. It was aimed at developing socio-cultural skills in children with disabilities by means of choreography.
Stage 3 - control, which determined the effectiveness of the developed and implemented system of pedagogical activities for the development of socio-cultural skills of children with disabilities by means of choreography.
As indicators of socio-cultural rehabilitation, based on the data of theoretical analysis of literary sources, we have identified:
- ability to understand the emotional state, mood of the interlocutor;
- the ability to listen attentively and with interest to the interlocutor, trying to understand the meaning of his statements, to ask again if something is unclear;
- respect for the speaker, the ability to express one's attitude to the subject of conversation - to express one's own opinion, to do it convincingly, to give examples, to compare one's opinion about the interlocutor's opinion, to evaluate him, to agree with him or object, to ask or answer, to express one's thoughts clearly and consistently;
- orientation in the communication situation, i.e. to build it taking into account the situation, to be active, confident in communication;
- the ability to negotiate, plan joint actions, discuss the results achieved, harmoniously resolve conflict situations.
The values of all the studied indicators at the stage of the ascertaining experiment in both study groups were in the range of average and below average values. Based on the comparative analysis data, it was revealed that according to the indicators of the development of the ability to understand the emotional state of the interlocutor, understanding the mood of the interlocutor by verbal and nonverbal behavior, the ability to receive the necessary information in communication, the ability to listen to another person and the ability to interact in the "child-child" systems, the subjects of the control group showed on average slightly higher results than the subjects experimental group.
Possible significant differences found at the control stage of the study - upon completion of the activities of the system of pedagogical activities for the development of socio-cultural skills of children with disabilities by means of choreography - will indicate their positive impact on the development of socio-cultural skills in children with disabilities.
The conducted diagnostics of the level of development of indicators of the formation of socio-cultural skills in children with disabilities showed an insufficient level of development of children according to the following indicators: the ability to understand the emotional state of a peer, an adult and tell about it; the ability to receive the necessary information in communication; the ability to conduct a simple dialogue with adults and peers; the ability to calmly defend their opinion; the ability not to quarrel, calmly react in conflict situations. Social and communicative skills develop in life and, like any higher mental function, are the result of a child's experience. The enrichment and development of this experience was precisely the purpose of our classes as part of the implementation of the formative stage of research.
Due to the fact that purposeful, systematic work is necessary for the formation of socio-cultural skills in children with disabilities, and in most programs insufficient attention is paid to the development of socio-cultural skills, we have developed a system of choreography classes with the inclusion of elements of socio-pedagogical training based on the works of L.M. Shipitsyna, O.V. Zaschirinskaya and others, aimed at on the development of these skills in children.
Each lesson conducted as part of the formative stage included the following parts:
1 part. Greeting.
Part 2. Warm-up.
Part 3. The main part, consisting of a choreographic and socio-cultural block.
Part 4. Reflection.
The duration of classes is 1.5 hours with a 15-minute break. For our research, it is the socio-cultural content of choreography classes that is of greater interest. The duration of the socio-cultural block was 25-30 minutes from each 1.5 hour lesson.
The developing effect of classes is manifested in the development of children's interest and desire to continue these classes; in improving the relationship between children; in developing the adequacy of the child's assessment of their relationships in the group; in the independent use of children's acquired skills during communication with each other.
A comparative analysis of the changes that occurred at the time of the control experiment - upon completion of the activities of the system of pedagogical activities for the development of socio-cultural skills of children with disabilities by means of choreography showed that positive changes occurred in all the studied indicators of the formation of socio-cultural skills in children with disabilities in both study groups,
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however, the changes that occurred in the experimental group quantitatively more changes, occurred in the control group.
Thus, our assumption that choreography classes have a positive impact on the indicators of socio-cultural rehabilitation of children with disabilities was confirmed during the experimental part of the study. The data of our experiment can be used in the educational and educational work of institutions of additional education working with children with disabilities.
References
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