Branches of special pedagogy involve the study of people with various deviations from standard mental development. Such problems are associated with acquired or congenital defects.
Features of special pedagogy
These branches of pedagogy recognize the psychology of special states, for the most part arising in adolescence and childhood under the influence of factors of an organic or functional nature. Such conditions cause delayed or specific psychosocial development of the child, which significantly complicates his integration and social adaptation.
Object of special pedagogy
In this branch of social pedagogy, adolescents, children, older people with various deviations in somatic, mental, intellectual, sensory, personal, social development are considered as the main object. Experts not only identify problems, but also look for ways to fix them.
Sections of social psychology
This branch of pedagogy has certain sections:
- typhlopsychology (for problems with the organs of vision);
- deaf psychology (for deaf children and teenagers);
- oligophrenopsychology (with mental retardation);
- psychology of children with speech problems;
- psychology for children with severe mental retardation.
Problems of special psychology
This branch of pedagogy has the following tasks:
- to study the features of the mental development of different categories of abnormal children and adolescents in comparison with those who develop without deviations;
- to study the effectiveness of the influence of certain methods of education and training on the development of the personality of students with disabilities;
- analyze the specifics of the cognitive activity of children with different types of disabilities;
- select pedagogical methods of influencing the learning and development of children who have significant developmental anomalies;
- develop methods and methods for diagnosing various types of mental development disorders;
- to study the psychological problems that arise during the socialization and integration in society of children with different types of abnormal development.
Practical significance of special psychology
This branch of pedagogy has several important practical tasks:
- identify children with developmental disabilities;
- to carry out differentiated diagnostics;
- develop certain psychodiagnostic techniques.
Principles for screening children with developmental problems
These branches of psychology and pedagogy operate on the basis of the principles:
- comprehensive study of the child;
- dynamic examination of the child;
- integrity and consistency of education, identification of primary defect and secondary violation;
- qualitative-quantitative approach in the process of analyzing data that were obtained in the course of psychological and pedagogical diagnostics.
In order for the principles listed above to be fully implemented, a psychological service was created in the field of modern pedagogy, aimed at diagnostic, preventive, corrective, developing, diagnostic, rehabilitation activities with a person. At present, the following approach is relevant: after the diagnosis of selection, an analysis of the specific parameters of the development of the mental development of the child is carried out.
Features of special pedagogy
In this branch of pedagogy as a science, people with anomalies in mental and physical development are considered, who, due to hereditary or acquired defects, cannot study in classical pedagogical conditions. Generally accepted pedagogical means and methods are not suitable for such categories of children.
Goals of psychological support
Let's analyze the scientific branches of pedagogy concerning the development of children with disabilities. Among the goals of their special escort are:
- search for an imbalance between the level of development andteaching methods for such children;
- taking into account the individual abilities of children with anomalies in the development of special developmental and educational programs;
- search and development of the most favorable conditions for social adaptation and integration of children with anomalies;
- creation of pedagogical and social programs that contribute to the professional self-determination of such students.
The main branches of pedagogy have a scientific base, a certain terminology, and a conceptual apparatus. Special pedagogy is aimed at the habilitation and rehabilitation of children, compensation and correction of shortcomings through pedagogical means. It is this branch of pedagogy that is responsible for the formation of self-esteem, adequate social behavior, and the development of self-esteem. As a result of the work of teachers and psychologists, children with serious physical and psychological developmental disabilities should not have problems with socialization and integration in society.
Defectology
The modern system of branches of pedagogy includes such a section as defectology. This is the science of the development of children with developmental anomalies, as well as the laws of their upbringing and education. Defectology as a science has brought to modern pedagogy a methodology for a comprehensive study of the personality of children. This branch of pedagogy includes the following areas:
- speech therapy;
- oligophrenopedagogy;
- deaf pedagogy;
- tiflopedagogy.
At the end of the last centuryinstead of "defectology" the term "correctional pedagogy" was used. At present, in Russian education, the concept of "correctional pedagogy" implies the sum of the components that make up defectology. Correctional pedagogy is a branch of pedagogical science that develops theoretical principles, foundations, means and methods of education, correction, upbringing of children who have deviations and developmental disorders.
Therapeutic pedagogy, which is an integrated medical and pedagogical science, dealing with the system of educational work of teachers with ill and sick children, is adjacent to correctional pedagogy.
Terminology
Among the basic concepts of special pedagogy and psychology are:
- defect;
- normal;
- compensation;
- rehab;
- abnormal children;
- correction;
- dysontogenesis;
- socialization;
- Educational conditions.
Let's analyze these terms in detail. The term "norm" (translated from Latin means the guiding principle) is used to characterize he alth or illness. The intellectual, psychoemotional, physiological state of the child involved in the diagnosis is compared with the norm.
Pathology is seen as a deviation from the standard level of development. Psychologists identify the pathology of intellectual and physiological development, as well as deviations from the norms of behavior in society. Deviant behavior is a system of actions or a separate act that contradictsgenerally accepted rules and regulations. In modern psychology, there are several types of norms:
- perfect pattern;
- physiological norm;
- static sample;
- individual norm.
In addition to physiological developmental abnormalities, children often have behavioral pathologies. They manifest themselves in the instability of interpersonal relationships, resentment, dissatisfaction, low self-esteem, rejection of oneself.
Defect is a physical or mental deficiency that causes violations of the full development of the child. Distinguish between primary and secondary features. If a child has a defect in one of the functions, the normal functioning of the body becomes difficult, psychological problems arise, and intellectual development slows down. The development of a child with a defect in one of the functions occurs only under certain circumstances. The impact of the defect is twofold. Because of it, disturbances occur in the normal functioning of the body, but at the same time, other functions are intensively developed to compensate for the deficiency that has appeared. Psychologist L. S. Vygotsky said that the minus from a defect gradually turns into a plus of compensation. Currently, there are two types of defects:
- Primary includes general and particular disorders of the functioning of the central nervous system, manifested in developmental delay. The primary effect is caused by damage to the analyzers, parts of the central nervous system.
- Secondary develop as the child with disabilities grows olderpsychophysiological development if the social environment fails to compensate for such problems. A secondary defect involves the incomplete development of higher mental functions due to primary developmental deviations. For example, if a child has hearing problems, his speech and thinking are poorly developed.
Secondary defects occur by different mechanisms. Most often, functions that are closely related to the primary defect are underdeveloped. At preschool age, the formation of arbitrary motor skills occurs in the sensitive period. If various injuries appear at this time: skull injuries, meningitis, delays in normal development may appear, the child develops motor disinhibition. The greater the relationship between the secondary deviation and the primary defect, the more difficult it is to correct.
Conclusion
In modern pedagogy and psychology, there are many branches. Each has its own specific goals and objectives, focused on a certain age of children. Particular attention has recently been paid to the development and correction of children with serious deviations in physiological and psychological development. The urgency of the problem is explained by the increase in morbidity in children, including an increase in the number of mental disorders.
Thanks to the modernization of the modern system of Russian education, which is currently taking place, it has become possible to train and educate children with serious deviations in physiology and mental he alth according to individual programs.development. In many general education schools, specialized correctional classes appear, in which children study and develop according to special programs. The work of teachers takes place in close contact with child psychologists.
