|
|
|
June 2020, № 3 (226), pages 28-33doi: 10.25198/1814-6457-226-28
Nikitina А.А., Kargapoltseva N.A. CONSTRUCTIVE MODEL OF INTERACTION OF TEACHERS AND PARENTS IN THE INCLUSIVE EDUCATION SYSTEMSince 2019, the National Education Project has been implemented on the territory of the Russian Federation. An integral part of the implementation of this project is the support of families with children. So within the framework of this issue, the federal project “Support for families with children” is being implemented. The main goal of the project is to create conditions for increasing the competence of students’ parents in teaching and raising children. Within the framework of the regional project, since 2019 in the Orenburg region on the basis of the state budgetary institution “Central psychological, medical and pedagogical commission of the Orenburg region”, the Consulting center “We are together” was created. At present, the already developed models are not effective enough (since the results of testing these models have not been provided), or these models cannot be implemented within educational organizations. When solving the problems of the lack of support specialists in educational organizations of the Orenburg region, we have developed a modern model of interaction between teachers and parents in the system of inclusive education. The proposed model is theoretically and scientifically grounded and promotes conscious and practical interaction between parents and teachers in the system of inclusive education. The model will be tested within the framework of a pilot project on the basis of the state budgetary institution “Central psychological, medical and pedagogical commission of the Orenburg region” by specialists of the Consulting center “We are together”. The model is also practically effective, since it can be used in the absence of support specialists in the educational organization. When specialists of the consulting center “We are together” implement it, the possibility of reaching the parental community will increase and, accordingly, the number of psychological and pedagogical services provided will increase.Key words: interaction, interaction model, parents (legal representatives), teaching staff, inclusive education, student with disabilities.
References:
1. Alekhina, S. V., The readiness of teachers as the main factor in the success of the inclusive process in education / S.V. Alekhina, M. N. Alekseeva, E. L. Agafonova // Psychological Science and Education. — 2011. — 1. — S. 83-92.
2. Alekhina, S.V. Creation and testing of a model of psychological and pedagogical support of inclusive practice: Methodological manual / S.V. Alekhina, M.M. Semago. — M.: MGPPU, 2012. — 156 p.
3. Bityanova, M.R. Organization of psychological work at school / M.R. Bityanova. M .: Perfection, 1997. — 2. — S. 56 — 64.
4. Boryakova, N. Yu. Pedagogical systems of teaching and upbringing of children with developmental disabilities / N. Yu. Boryakova. M .: AST, 2008. — 168 p.
5. Evdokimova, E.S. Pedagogical support of the family in the upbringing of a preschooler / E.S. Evdokimova. — M .: TC Sphere, 2005. — 96 p.
6. Kolesnikova, I.A. Fundamentals of the teacher’s technological culture / I.A. Kolesnikov. M .; SPb, 2003, — 240 p.
7. Korelskaya, N.G. “Special” family — “special child”: a book for parents of children with developmental disabilities / N.G. Korelskaya. M .: 2008. — 204 p.
8. Lavrent’eva ZI Mechanisms for the inclusion of parents in the practice of inclusive education / ZI. Lavrentieva // Bulletin of the Novosibirsk State Pedagogical University. — 2018. — 1. — S. 60-69.
9. Mastyukova, E.M., Moskovkina A.G. Family education of children with developmental disabilities / E.M. Mastyukova, A.G. Moskovkina. — M .: Vlados, 2003. — 138 p.
10. Medova, NA Model of the formation of inclusive education in the municipal educational system. Medova // Science and education: materials of the 15th All-Russian conference. — Tomsk: Publishing house of Vol. state teacher. University, 2011. — S. 153-155.
11. Medova, N. А. Modular structure of interaction within the framework of the model of inclusive education in the conditions of the municipal educational system. Medova, N.V. Zhiginas // Bulletin of TSPU. — 2012. — 8. — S. 99-102.
12. Merenkov, A. V. Parents and teachers: raising a child together / A. V. Merenkov. Merenkov // Yekaterinburg: Publishing house of the Teacher’s House, 2005. — 143 p.
13. Mizina, NM Parental competence: the psychological aspect of the problem / NM Mizina // Psychological support of the individual in the pedagogical process: a collection of scientific papers in 2 hours. Part 2. Kurgan, 2002. — P. 146-151 ...
14. Nikitina, A.A. Inclusive education through the prism of the ideas of the national project “Education” / А.А. Nikitina // Actual problems of socialization of persons with disabilities in the conditions of special and inclusive education [Electronic resource]: collection of proceedings of the International scientific and practical seminar. — Kirov: Publishing house of MCITO. — 2020. — No. 1. — P. 109-111.
15. Nikitina, A.A. Features of the organization of family support in the system of inclusive education / A.A. Nikitina // University Complex as a Regional Center for Education, Science and Culture: All-Russian Scientific and Methodological Conference (with international participation). — 2020. — C. 3481-3487.
16. Sidorenko, O. A. Formation of professional competence of teachers in the field of inclusive education in the process of advanced training / O. A. Sidorenko, E. A. Chiganova., V. N. Butenko // Socio-pedagogical support of persons with disabilities : theory and practice: Materials II All-Russian. scientific-practical conf. Yalta: RIO GPA, 2016. — pp. 280-285.
17. Seligman, M., Darling R. Ordinary families, special children. A systemic approach to helping children with developmental disabilities / M. Seligman, R. Darling. — M .: Terevinf, 2013. — 98 p.
18. Kharavina, LN Technology of pedagogical support of personal and professional development of a young teacher / LN Kharavina // Yaroslavl Pedagogical Bulletin. — 2011. — 4. — S. 214-219.
19. Khitryuk, V. V. Readiness of teachers to work in inclusive education / V. V. Khitryuk // Bulletin of the Chuvash State Pedagogical University. I. Ya. Yakovleva. — 2013. — 3. — S. 189-193.
20. Shkurina, OI Accompanying parents in the development of children with severe speech impairments / OI. Shkurina // Young Scientist. — 2019. — 48. — P. 469-470.
About this article
Authors: Nikitina A.A., Kargapoltseva N.A.
Year: 2020
doi: 10.25198/1814-6457-226-28
|
|
Editor-in-chief |
Sergey Aleksandrovich MIROSHNIKOV |
|
|