Topic 1.2 Persons withdisabilities

as a subject of education

Clarification of the meaning of terms and keywords on the topic of the lesson.

An individual is an individual that is different from others, (special in its own way) a living organism; An individual is a separate person as a unique combination of his innate and acquired properties. An individual is a separate person as a social being, which is something more than a combination of innate qualities.

Personality is a concept developed to reflect the social nature of a person, considering him as a subject of socio-cultural life, defining him as a carrier of an individual principle, self-revealing in the context of social relations, communication and objective activity.

Normal development Under development is understood the functional adaptation of the individual, which occurs as a result of the interaction of a normal physiologist. growth with environmental experience mediated by the developing individual. The sequence of developmental stages is not a reflection of the automatic unfolding of events in accordance with a certain genetic code.

Abnormal development is not defective, but a peculiar development, not limited to negative signs.

Dysontogenesis (dysontogenesis; dys- + ontogenesis) violation of the individual development of the organism; the term is more often used in relation to the intrauterine period and early childhood.

A person with disabilities is a person who has physical and (or) mental disabilities that prevent the development of educational programs without creating special conditions for receiving education.

Children with special educational needs - A new, not yet well-established term; arises, as a rule, in all countries of the world during the transition from a unitary society to an open civil society, when society realizes the need to reflect in the language a new understanding of the rights of children with disabilities in psychophysical development, a new attitude towards them.

ANOMALITY - a pathological deviation from the norm in the functions of the body and its parts, a deviation from the general patterns of development.

DEFECT - a physical or mental defect that causes a violation of the normal development of the child.

Developmental disorder - any developmental disorder that occurs in infancy or childhood, which is characterized by a delay in biologically necessary mental functions, such as speech development. This developmental disorder occurs more often in boys than in girls, but over time it gradually disappears. Developmental disorders are divided into comprehensive (pervasive), in which the child lags behind in development in many respects (for example, with autism), and specific (specific), in which the lag is observed in any one indicator (as, for example, in dyslexia)

Education is the process of acquiring knowledge, training, enlightenment (Ushakov's dictionary)

SOCIALIZATION - 1. The process and result of active assimilation and reproduction of social experience by an individual. 2. The integration of a person into the system of social relations, into various types of social communities, the assimilation of elements of culture, social norms and values ​​by him, on the basis of which personality qualities are formed.

Integration - the inclusion of a person in the system of social relations, in various types of social communities, the assimilation of elements of culture, social norms and values, on the basis of which personality qualities are formed

Special education is the creation of special conditions for education by persons, taking into account the peculiarities of their psychophysical development

Inclusive education is one of the processes of transformation of general education, based on the understanding that people with disabilities in modern society can (and should) be involved in society.

Integrated learning means a process, result and condition in which people with disabilities and other members of society with disabilities in health, intelligence, sensory sphere and others are not socially isolated or isolated, participating in all types and forms of social life together and on an equal basis with others.

The educational environment is the area in which the transformation of the experience and identity of participants in education takes place.

Acquaintance with the normative documents regulating the issues of the status of a disabled person: Order of the Ministry of Health and Social Development of the Russian Federation "On approval of classifications and criteria used in the implementation of medical and social examination of citizens by federal state institutions of medical and social examination" dated August 22, 2005 No. 535; Federal Law of the Russian Federation "On the Social Protection of the Disabled in the Russian Federation" dated November 24, 1995 No. 181-FZ .

Work with reference scheme 6, presented in the textbook "Special pedagogy in reference schemes" (Karpunina, O. I. Special pedagogy (oligophrenopedagogy) in reference schemes: study guide [Electronic resource] / O. I. Karpunina, N. V. Ryabova, Mordovian State Pedagogical Institute - Saransk, 2013. - Access mode: http://home.mordgpi.ru; Karpunina, O. I. Special Pedagogy in Basic Schemes: textbook / O. I. Karpunina, NV Ryabova. - M. : NTs ENAS, 2002. - 168 p.): a detailed description of the modern systematics of the forms of mental dysontogenesis in children and their differentiation by groups of developmental anomalies.

Analysis and compilation of a brief description of the main forms of mental dysontogenesis in children based on the generalization of the material of the textbook by V. V. Lebedinsky "Impaired mental development in childhood."

V. V. Lebedinsky identifies the following options for mental dysontogenesis:

I - underdevelopment;

II - delayed development;

III - damaged development;

IV - deficient development;

V - distorted development;

VI - disharmonious development.

The above classification is not in conflict with the clinical classification of types of dysontogenesis. She details and completes it. At the same time, variants of mental dysontogenesis can be grouped on the basis of highlighting the main quality of developmental disorders. It is possible to single out a group of anomalies caused by developmental delay (retardation): underdevelopment, delayed development. The group of anomalies, in which the leading feature is disproportionality (asynchrony) of development, includes distorted and disharmonious development. Damaged and deficient development are united by the fact that they are caused by the breakdown of individual functions.

VV Lebedinsky describes the clinical manifestations that are the main models of various variants of mental dysontogenesis.

A typical example of persistent underdevelopment is oligophrenia. This type of dysontogenesis is characterized by an early time of damage to the nervous system, when there is a pronounced immaturity of the brain systems, primarily the most complex, with a long period of development.

Delayed mental development is characterized by a slowdown in the rate of formation of cognitive and personal spheres with their temporary fixation at earlier age stages. With various variants of delayed development (delays of constitutional genesis, somatogenic, psychogenic delays and delays of cerebral-organic genesis), the ratio of impaired development rates of the cognitive and personal spheres can be different.

Damaged development has an etiology similar to underdevelopment and delayed development (primarily, with mental retardation of cerebral-organic origin): hereditary diseases, organic lesions of the central nervous system. The main difference lies in the later time of the pathological effect on the brain (after 2-3 years), when most of the brain systems have already formed. A characteristic model of damaged development is organic dementia.

Deficit development is a special type of dysontogenesis associated not with mental illness, but with severe impairments of individual analyzer systems (vision, hearing) and speech.

Distorted development is characterized by complex combinations of general underdevelopment, delayed, damaged and accelerated development of individual mental functions, which leads to the formation of a number of qualitatively new pathological formations that are not characteristic of normal ontogenesis. As a rule, the current disease process underlies this type of dysontogenesis. The most characteristic model of distorted development is dysontogenesis in early childhood autism syndrome.

The basis of disharmonic development is a congenital or early acquired persistent disproportionality of the psyche, mainly in the emotional-volitional sphere. A model of disharmonic development is a number of psychopathy, as well as pathocharacterological personality formation as a result of improper upbringing.

The study of literary sources and the compilation of reference schemes "Factors of development of a personality with disabilities", "Age periodization of personality development with disabilities", "Variants of personality development", "Etiology of mental dysontogenesis", "Classification of mental dysontogenesis in children", "Systematics of disorders of psychophysical development" , "Status of a disabled person", etc.

psychophysical features

anatomical and physiological features

"Factors of Personal Development with Disabilities",

Biological (climate);

Social (society);

Pedagogical (teachers, family, team).

"Age periodization of personality development with disabilities"

"Variants of personality development

Chief Physician of the Alekseev Psychiatric Hospital (formerly named after Kashchenko), Professor V.N. Kozyrev gives four possible options for the development of personality:

"Etiology of mental dysontogenesis"

"Classification of mental dysontogenesis in children"

"Disabled Status"

Preparation of a multimedia presentation "Modern approaches to the development, socialization and education of a person with disabilities" or one of the aspects of the study and correction of developmental disorders.

Completion of a creative task (optional) - drawing up reference schemes "Clinical aspect of the study and correction of developmental disorders", "Psychological aspect of the study and correction of developmental disorders", "Pedagogical aspect of the study and correction of developmental disorders", "The essence of habilitation and rehabilitation processes ”, “Education as a factor and means of social rehabilitation of persons with disabilities” or a thematic reference scheme of your choice.

Moscow State Regional University

Test

By discipline: "Children's disability".

On the topic: "Development of the personality of a child with disabilities."

Completed: student gr.14

Yudina T.V.

Checked: ______________

Moscow-2011

1. Introduction
1.1. Personal development.
2. Development of the personality of a child with disabilities
health
2.1. Socialization of the individual as the main condition for its development.
2.2. Periodization of human development.
2.3. Critical and sensitive periods in personality development.
3. Conclusion
3.1. Managing the development of the personality of a child with disabilities health opportunities.
4. References

Introduction

A significant part of children with developmental disabilities, despite the efforts made by society to educate and educate them, as adults, are unprepared for integration into socio-economic life. At the same time, the results of research and practice indicate that any person with a developmental defect can, under appropriate conditions, become a full-fledged personality, develop spiritually, provide for themselves financially and be useful to society.

Personal development

In educational practice, the concepts of "psyche" and "personality" are widely used. Representing an indissoluble unity, since the personality of a person presupposes a highly organized psyche, they have different content. Psyche- it is a property of the brain, a subjective image of the objective world, on the basis and with the help of which orientation and behavior control are carried out. It is inherent in all living beings. But in the process of evolution, along with a direct reflection of external influences, a person has an indirect reflection with the help of concepts expressed in words, the ability to operate with these words has developed, consciousness has appeared as the leading level of regulation of behavior and activity and the basis for personality formation.

Personality, in contrast to the concept of "psyche", is a social systemic quality of a person as a subject of human relations, acquired in ontogenesis. Personality, like the psyche, develops with varying degrees of intensity throughout life. Development is a common property inherent in nature and society as a whole and each individual individually. Development is understood as a change, which is characterized by a transition from one state to a qualitatively different, more perfect one. The process of personality development is inseparable from the development of the psyche, but it is not limited to the totality of developing cognitive, emotional and volitional components that characterize the individuality of a person. The development of a personality in its most general form is considered in psychology as a process of its entry into a new social environment and integration in it.

A person's personality begins to form from the first months of life. In the first year of life, the child's personality traits do not openly appear, but by the end of the third year they become noticeable. In some of his actions and deeds, purposefulness appears, there is a need to bring the work begun to the end. For example, during the game or when performing other actions, he can already make independent decisions, refuse the offered help, which finds expression in the statement "I myself."

By the beginning of schooling, the child is already a fully formed personality. He knows how to understand other people and fulfill their requests, owns the norms of behavior, he has self-esteem and a level of claims, characterological qualities become more pronounced.

During the school years, the process of personality development continues. Interests, abilities, needs, worldview, beliefs are formed, life goals are determined, will and character become stable. By the end of schooling, the student's personality acquires, in the main, a complete character.

The determining condition for the development of a person's personality is his multifaceted activity and communication, and the child's personality is formed in a specific activity for him - play, communication, learning, work. At the same time, activity performs a developmental function only if its motivational side is provided, if the child develops sufficiently conscious, persistent and strong internal impulses. Due to the fact that the activity is multifaceted, there are many motives, different in content, arbitrariness and awareness, that encourage its implementation. A single interconnected system of activity motives and their implementation constitute psychological basis personality development. Depending on the motive that guides the child, various personality traits are formed and developed. The system of stable structure of the prevailing motives characterizes direction of activity personality.

According to the views of L.S. Vygotsky, the process of child development is a process of interaction between real and ideal forms. The child does not immediately master the spiritual and material wealth of mankind. But outside the process of assimilation of ideal forms, development is generally impossible.

The physical, mental and personal development of a child is a complex dynamics of the formation of organic, mental and personal properties, which are an interconnected and interdependent process. Simultaneously with physical changes in the child's body, a deep restructuring of the psyche occurs, due not only to physiological factors, but to a large extent psychosocial.

The formation of personality in adolescence and adolescence is particularly influenced by situations associated with puberty and problems specific to each sex. Thus, a teenager's self-image is formed depending on the degree of social reaction to a change in his physical appearance on the part of others (approval, admiration, disgust, ridicule, contempt). Many crises during puberty in adolescence are associated with awkward or abusive attitudes towards the youth of adults, as well as peers. Adolescents feel more confident if they have a sense of personal identity. They want to have everything like everyone else. It is believed that about half of the girls and a third of the boys during their growing up are concerned about their body size, figure and weight, fearing to remain too small or become too large.

Equally alarming are violations of the proportions of the body. Both boys and girls are concerned about, for example, what kind of nose they have, short or long, seemingly long arms, and much more. Knowing the characteristics of development helps to get rid of feelings of inferiority. It is also typical for this age to be reluctant to admit to such experiences because of the fear of being ridiculed by adults.

These features of the psychosocial impact on children, and especially adolescents, during the period of age maturation in different ways influence the formation of their personal qualities. In some cases, children successfully cope with the problems of the transition period, in others, difficulties arise due to various personal deviations of a moral, ethical, neurotic nature, etc.

A special role in the formation and development of personality is played by its own activity. Moreover, the more developed the personality, the more active role it plays in the correction of external and internal factors affecting it. As the well-known domestic psychologist S.L. Rubinstein, any effective educational work has as its internal condition the educatee's own moral work, and the success of work on the formation of a person's spiritual image depends on this inner work, on how much he is able to stimulate and direct it.

This activity finds its manifestation in self-education. self-education represents the highest form of participation of the individual in their own development, along with simpler forms of self-development and self-improvement. The sources of self-education are not only external, but also internal factors: the desire for some kind of activity or following some ideal, etc. The methods of self-education can be the requirements of morality, the desire to win recognition in a group, the example of authoritative people, etc.

A very productive concept of personality development was proposed by B.C. Mukhin. She believes that a person as a historical subject in ontogenetic development socially inherits mental properties and abilities, actively “appropriates” the spiritual culture created by mankind, as a result of which he becomes a personality. The main thing in this process is the formation of self-consciousness, therefore, phenomena that determine the construction of its structure should always be involved at all stages of an individual's development.

According to her views, a person's self-consciousness develops as follows: 1 - a proper name plus a personal pronoun (which is followed by identification with the body, with the physical appearance and individual spiritual essence of a person); 2 - claim for recognition; 3 - gender identification; 4 - psychological time of the individual: self-existence in the past, present, future; 5 - social space: duty and rights.

The structure of a person's self-consciousness is universal (although among representatives of different peoples, at each historical stage it has its own specific content and its own ways of transmitting it to a new generation) and is formed as follows.

- Proper name in the process of individual development, it becomes that first crystal of personality, around which a person's own essence is later formed.

- Claim for recognition. It begins at an early age and gradually acquires personal meaning for a person,

which contributes to self-development, assertion of individuality, versatile achievements.

- Gender identification. Each culture has its own specific orientations towards educating a child to be self-aware of himself as a man or a woman. The child begins to assimilate his gender from the family. Stereotypes of female and male behavior enter self-consciousness through the experience of communication and identification with representatives of the same sex.

- Psychological time of personality- the ability to relate the present self with itself in the past and future is the most important positive education of a developing personality, ensuring its full existence. A highly developed personality in his personal past, present and future includes both the historical past of his people and the future of his fatherland. A person, as it were, absorbs this into himself in addition to his individual fate and individual life. limited opportunities health in the organization of social rehabilitation Diploma work >> Sociology

mental restructuring and development set properties personalities child with limited opportunities health with the help of organizational, ... A big role in the development personalities child with limited opportunities health capable of successfully integrating into...

Organization of social work with children with limited opportunities health

Diploma work >> Sociology

rehabilitation child with limited opportunities health but also its social integration. At the same time, social protection of children with limited opportunities... aspects to problem analysis development child-disabled like personalities

As for children with disabilities, their physical or mental developmental disorders introduce a significant originality into the process of becoming a child as a person. Each type of abnormal development has its own specific features, however, for all types of deviations, the dominant is the violation of speech communication, the ability to receive and process information. For this reason, children with developmental disabilities experience great difficulties in learning, in particular in learning their native language, reading, developing various skills and abilities, which affects their intellectual development and the formation of communicative qualities.

Abnormal children and adolescents often have both an overestimation of their own strengths and capabilities, and their underestimation. For this reason, persons with developmental disabilities easily fall under the influence of others. A person with developmental disabilities almost always feels some form of disadvantage arising from his defect, which exacerbates the feeling of his inferiority.

The qualitative characteristics of the development of the child are affected by the degree, time of occurrence of the primary defect and the age at which it was acquired. The general pattern here is that the earlier the damage occurs, the more significant the developmental anomaly is. Therefore, it is very important to detect deviations in personal development in a timely manner and provide the child with the necessary assistance.

It should also be borne in mind that the development of a child with disabilities takes place in a limited space, outside of full communication with peers and adults, which contributes to the development of secondary autism and the formation of egocentric attitudes. Children with developmental disabilities are often brought up in conditions of overprotection by parents and close relatives. Due to the fact that one or another vital function is impaired in a child, the phenomena of “badness”, “weakness” are attributed to him, no attention is paid to the development of his interests, desires, which ultimately leads to psychological disability, which in turn exacerbates his physical handicaps. Growing up, such a child is not capable of independent living, but not due to the presence of a defect, but because of the untimely formation of the necessary personal qualities.

Children and adolescents with life limitations, being included in the social environment, are faced not with idealized, but with real reality, in which both regular and random phenomena, both positive and negative, both moral and immoral, are manifested. which they are not ready. Hence, the issues of formation and development of their resistance to traumatic situations, the education of psychological immunity of immunity to negative forms of behavior of others acquire great importance and a specific focus.

The development of a person's personality is a complex, multifaceted process of assimilation of socio-historical experience, during which there are constant changes in the physical, social, moral and other spheres. Despite the fact that the dynamics of the development of the personality of a normal and abnormal child is subject to uniform general patterns, each type of anomaly makes its own adjustments. The development of the child's personality is influenced by the nature of the existing defect, the severity of violations of individual mental processes and functions, the age and compensatory capabilities of the child, the living conditions and his upbringing, and a number of other factors.

At the same time, from the point of view of the modern scientific approach, the child's body, his health, personal characteristics - a single, holistic education. Therefore, a specialist in social rehabilitation should have a clear understanding of the patterns of development of the psyche and personality as a system, approach the formation of the personality of a child with disabilities in the process of social rehabilitation in a comprehensive, personality-oriented way, imagine in his imagination the personal qualities that a child should have when he becomes an adult , and apply appropriate influences in this regard.

Development of the personality of a child with disabilities

2.1. Socialization of the individual as the main condition for its development

The concept of "socialization" in various scientific schools does not have an unambiguous interpretation: in neobehaviorism it means social learning, in symbolic interactionism - the result of social interaction, in humanistic psychology - self-actualization of the "I-concept". This is due to the fact that the phenomenon of socialization is multidimensional and each of these areas focuses on one of the sides of this phenomenon.

Socialization- this is the process and result of the assimilation and active reproduction of social experience by the individual, carried out in communication and activity. Personal experience is a dynamic system of stable feelings, skills and knowledge that arise in the process of life and activity. The child, being born, is included in the system of ready-made relationships, norms and rules of behavior, ways of using objects developed by previous generations. In the early stages of development, the features of human existence are assimilated by him at a subconscious level. Then this process, as the child grows up, acquires a conscious character and becomes an integral part of the personality's consciousness. Personal experience is the final set of fixed external influences, transformed through the prism of needs in the internal mental plane.

The formation of a person's experience is a long process, conditioned by many external and internal, objective and subjective factors. These include: (see diagram 6.1).

External factors:

1. Macrosocial conditions: economics, politics, law, ideology, morality, traditions, social psychology, religion; public opinion, rumors, literature, mass media; geographic environment.

2. Microsocial conditions: family; educational and educational institutions, communication groups, friends.

Internal factors:

1. Physiological features of development and the state of health of the child. Children with visual and hearing disorders, mentally retarded, weakened, due to past illnesses, as a rule, experience difficulties in acquiring knowledge, developing skills and abilities.

2. Socio-psychological features of the perception of the surrounding reality by a person. This includes: individual characteristics of sensations, features of the associative and conditional significance of the perceived material, selectivity in the perception of objects of the external world.

3. Socio-psychological features of thinking. The main socio-psychological features of thinking are: the ability to generalize, selective thinking, stereotypes of thinking, etc.

4. Social attitudes, the level of development of the need-motivational sphere.

5. The child's own activity in assimilation of socio-historical experience.

In the course of socialization, a person not only assimilates social experience, but also transforms it into his own values, attitudes, orientations, selectively introduces into the system of his behavior those norms and stereotypes that are accepted in society or in the group with which he interacts. He has personal experience

Usually there are three areas in which the socialization of the individual takes place: activity, communication, self-consciousness. The common thing that characterizes these areas is the expansion, multiplication of the social ties of the individual with the outside world.

The leading role in the social formation of the child is played by activities and it is not activity in general that is of decisive importance, but leading activity in which the child most fully reveals his capabilities and most effectively learns social experience.

Second sphere- communication. Through communication, the child receives information about the experience that he needs to learn and transform into his own views, thoughts, attitudes, norms of behavior, etc.

The third sphere of socialization- development of self-awareness of the individual. In the most general form, the process of socialization is presented as the formation of the image of his “I” in a person. The image of "I" is an understanding of oneself, an attitude towards oneself. The image of "I" is formed throughout life under the influence of many factors. The highest level of its development - self-consciousness - is the basis for the formation of mental activity and independence of the individual in his judgments and actions. The main functions of self-consciousness are self-knowledge, self-improvement and the search for the meaning of life.

The process of socialization, as emphasized by G.M. Andreev, can only be understood as a unity of changes in all three of these areas. They, taken as a whole, create for the individual an "expanding reality" in which he acts, learns and communicates, thereby mastering not only the nearest microenvironment, but the entire system of social relations. Along with this development, the individual brings his experience, his creative approach to it. Therefore, there is no other form of assimilation of reality, except for its active transformation.

There are the following stages of socialization:

1. Primary socialization or stage of adaptation(from birth to adolescence). The child learns social experience uncritically, adapts, adapts, imitates.

2. Stage of individualization(there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). This stage proceeds differently in adolescents and young men. In adolescence, the stage of individualization in the course of self-determination "The World and I" is characterized as an intermediate socialization, since the outlook and character of the teenager have not yet been formed and are unstable. The youthful age (18-25 years) is characterized by a certain stability. Socialization in this period is defined as conceptual, during which stable personality traits are developed.

3. Integration stage(there is a desire to find their place in society). Integration proceeds successfully if the properties that a person possesses are accepted by society or the group in which he is included. If the characteristics of a particular person are not recognized, then the following outcomes are possible:

Preservation of one's dissimilarity and the emergence of aggressive interactions with people and society;

Change yourself, "become like everyone else";

Conformity, external conciliation, adaptation.

4. Labor stage of socialization covers the entire period of a person's maturity, his labor activity, when a person not only assimilates social experience, but also reproduces it through active influence on other people, on the surrounding reality through his activity.

5. Post-labor stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience in the course of passing it on to new generations.

Of particular interest for understanding the essence of the process of socialization of children are the views of D.I. Feldstein about the level-by-level social development of personality in ontogeny. He draws attention to the fact that personality development is a single process of socialization, during which the child masters social experience and the experience of individualization, learns to express his own position, oppose himself to others, and show independence by establishing ever wider relationships. The degree of mastery of this experience is peculiarly manifested in the position "I'm in the community" which reflects the desire of the child to understand his "I", and in the position "I and society", where he realizes himself as a subject of social relations.

Full text

Traditionally, the mechanisms of personality development are studied in psychology as mechanisms of growth and maturation due to the natural dynamics of psychological structures and the interaction of the individual with the environment. This is discussed in all the leading theories and periodizations of development. Less studied and systematized are the mechanisms of development under unfavorable conditions for development, when not all key development factors act in the same direction. Although the study of such hampered development also has a long tradition in psychology, beginning with A. Adler's classic work on bodily inferiority, works on this topic are largely scattered, and there remains a shortage of generalizing theoretical models.

In developmental psychology, two main forces are considered that influence the course and results of development. The first factor is in the individual himself, which can be regarded as a given or given; this includes, first of all, the genotype, and also if we consider the development of the individual not from the moment of his birth, but from some later moment, his bodily substratum, which has already taken shape at the moment, in all its aspects, including the brain foundations of the psyche. We can say that we are talking about inclinations, including those that have been partially realized. The second factor is the environment in the broadest sense of the word. With the formation of ideas about the personality not just as a passive toy of the forces acting on it, but as an active subject that influences one’s life and activity, the idea began to take shape of the “third factor” of personality development, which is not reducible to either “internal” or to the "external" - the personality itself, its position, attitude and activity.

The effect of each of these three factors can be assessed in terms of how much it contributes to development. Certain inclinations can be expressed stronger or weaker. A more significant point is the presence of initial morphofunctional disorders, described by the concept of limited health opportunities (HIA). In psychology, long ago, drawing a parallel between the processes of development and recovery, they drew a justified parallel between health and maturity; it is quite obvious that limited health opportunities simultaneously act as developmental constraints (CDs). It would be incorrect to talk about limiting development opportunities, since HIA does not so much set limits on development opportunities as it requires the investment of increased efforts and the expenditure of more resources than in a situation of ordinary, uncomplicated development. Thus, ZUR can be defined as a non-optimal state of the biological and/or social prerequisites for personal development, which requires significantly increased efforts to solve development problems and, as a result, imposes increased demands on the individual.

It is important to emphasize that we are talking about the characteristics of the conditions, or prerequisites for development, but not the development itself. M. M. Semago built a typology of variants of deviant development, using, in particular, the concept of dysontogenesis. We distinguish between ontogenesis as the development of the psyche and personogenesis as the development of the personality (see about this, for example:) and in this context we are not talking about dyspersonogenesis, that is, deviant personal development, but about normal personal development in difficult conditions. The fact that the development of the personality of persons with disabilities is a variant of normal development is indicated, in particular, by the data of our research, which confirms that there are no significant differences between the vast majority of variables characterizing the degree of development of personal resources between students and students with disabilities.

Whether an increased level of demands becomes a real limitation of opportunities depends on the other two factors - how much the environment will support development and provide the necessary resources, and how much the individual will be ready, motivated and able to make intense efforts to respond to the challenges of the social and individual situation of development. It should be noted that even in a developed society, based on the idea of ​​the social usefulness of persons with disabilities, the normative requirements of the social situation of development in relation to them are lower than in relation to the rest, which gives them the opportunity to set themselves a different level of claims. They can either consciously adopt the position of a disabled person, accepting for granted the lowering of expectations towards them, in comparison with the rest, and enjoy the privilege of saving effort, or refuse this privilege, claiming to be treated no differently from others, even at the cost of efforts far exceeding those that have to be applied to solve the same problems by others. Therefore, the decisive factor determining the trajectory of development is, ultimately, the third factor - the position of the individual in relation to his social situation. It should be noted that this choice, which every person with disabilities consciously or unconsciously makes, is a special case of the choice facing any person who is moving from solving the normative tasks of the “social situation of development” to setting and solving not mandatory, but possible tasks of the “personal situation”. development".

The social situation and its impact on the personality of a person with disabilities can be considered in at least two aspects. The first aspect is the macrosocial situation in society, which is manifested in the general policy of the state and in society's attitude towards persons with disabilities. This includes mechanisms for establishing disability, disability pensions, other mechanisms for targeted social assistance, employment opportunities and mechanisms, obtaining secondary and higher education, special arrangement of the urban environment (ramps, etc.) or its absence. The second aspect is the microsocial situation in the environment of this particular person, the presence in his environment of people who are able to perform the functions of social support in relation to him both in moral and psychological and practical terms. Limitation of health opportunities increases the degree of a person's dependence on social support (and this dependence can be painful for him), and a not quite favorable macrosocial situation increases the individual's dependence on the microsocial situation. If the microsocial situation leaves much to be desired, there is every reason to speak of difficult social conditions for development even in a favorable macrosocial situation; as in all other situations of social influences on the personality, the influence of contact small groups is always stronger than the influence of general macrosocial conditions, and mediate the influence of these conditions on the personality. The combination of difficulties generated by the biological prerequisites for development (BHA) and difficulties generated by social (especially micro-social) contexts creates tremendous pressure on the individual; its only resources are personal resources, which bear a special burden. As shown by preliminary data from studies conducted in 2009-2010. According to the Laboratory of Problems of Personality Development of Persons with Disabilities of the IPIO MSUPE, some personal resources for the development of students with disabilities are at a higher level than those of their "conditionally healthy" peers, which we associate with their greater demand, necessity and, accordingly, fitness. First of all, we are talking about those resources that are associated with complex activities to solve problems that they cannot solve in simple, template ways. The universal thesis that solving life problems and personal development is a labor-intensive work is filled with very specific content for young people with disabilities, because for them the solution of even ordinary everyday routine situations requires the mobilization of many resources, while for conditionally healthy students this thesis are often perceived as general beautiful words, devoid of specific meaning for them, and problems, including psychological ones, are often solved by them through the use of stereotypical methods of protection and coping.

In other words, the three groups of factors mentioned above that contribute to the processes of personality development are mutually complementary, partially compensating for one another. Here are some of the specific hypotheses about the interaction of these factors that can be deduced from the above considerations and are currently being tested in research in our laboratory:

in people with disabilities, psychological well-being depends to a greater extent on the availability of social support and satisfaction with it than in conditionally healthy people

psychological well-being to a greater extent depends on the severity of personal resources of self-regulation than that of KM;

the need for social support is more pronounced than that of UZ. At the same time, it is not always adequately realized and not any form of social support can satisfy this need;

either a strategy of predominantly relying on social support, or a strategy of predominantly relying on personal resources of self-regulation as the main resources for compensating for limited health opportunities can dominate. It depends primarily on the availability of social support resources;

in persons with disabilities, the effects of post-traumatic growth are more pronounced than in HR, which play the role of a resource for coping with a difficult situation. Post-traumatic growth refers to the paradoxical effects of positive changes in certain aspects of the personality under the influence of a traumatic situation; such effects are observed not instead of the negative changes characteristic of PTSD, but simultaneously with them, and are able to compensate for most of the negative consequences of trauma. Post-traumatic growth is observed in a minority of people who find themselves in a traumatic situation; perhaps it is a consequence of accepting the challenge of this situation in the form of a willingness to do inner work.

The foregoing develops a view on the psychological situation of persons with disabilities as a situation of constant solution by a person with limited resources of life tasks and overcoming the situation of limited resources. The advantage of the proposed model is that it provides for individual variability of strategies and tactics for solving this problem and at the same time allows you to put forward and test quite specific assumptions.

Leontiev D.A. Factors and psychological mechanisms of personality development in difficult conditions // Inclusive education: methodology, practice, technologies. Copy

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ID: 2015-12-1151-R-5715

Dolmatova E.S., Nazarkina A.S., Sheludko O.S.

State Budgetary Educational Institution of Higher Professional Education Saratov State Medical University im. IN AND. Razumovsky Ministry of Health of the Russian Federation, Department of Philosophy, Humanities and Psychology

Summary

The review presents data on the problem of socialization of children with disabilities. Reflected are the personality traits of such children that affect their social development.

Keywords

Socialization, children, disabilities

Review

The socialization of children with disabilities (HIA) currently remains one of the priority areas of special pedagogy and psychology. The urgency of the problem increases due to the increase in the number of such children. The number of children with developmental disabilities and disabilities in Russia has increased by 9.2% over the past five years. According to the Ministry of Health of the Saratov region on 01.01.2015. the number of children with disabilities is 6374 children.

The term "children with disabilities" (HIA) in the scientific literature refers to those children who have any limitations in daily life, directly related to physical, mental or other defects.

The following categories of children with disabilities can be distinguished:

1. children with visual impairments;

2. children with hearing impairments;

3. children with disorders of the emotional-volitional sphere;

4. children with mental retardation (ZPR);

5. children with speech disorders;

6. children with disorders of the musculoskeletal system;

7. children with intellectual disabilities (mentally retarded children);

8. children with multiple disorders (combination of 2 or 3 disorders).

Due to a number of objective and subjective reasons, it is initially much more difficult for a child with disabilities to become a subject of socialization.

The process of socialization is carried out throughout a person's life in activity, in communication and self-awareness and is a set of all social processes, thanks to which an individual learns and reproduces a system of knowledge, norms and values ​​that allow him to function as a full member of society, mastering social roles and cultural norms.

Since the 90s of the XX century, the socialization of children with disabilities has been considered as an independent problem in research.

Research by I.P. Pomeshchikova, V.A. Friends, A.I. Klimenko showed that the peculiarities of the psyche and physiology of children with developmental disabilities can lead to a decrease in the ability to adapt, thus complicating the possibilities of socialization and life in society. . The personal development of an individual initially does not correspond to the standards established in society. For these reasons, many children with disabilities adapt to a special environment, which hinders their social integration in education and public life in general.

Nazarova N.M. in his writings, he designates socialization as “the process and result of a person’s mastering the knowledge and skills of social life, the development of generally accepted stereotypes of behavior, the development of value orientations adopted in society, which allow you to fully participate in various situations of social interaction” . The author believes that in our state there is a “patronizing” position of people in relation to children with any developmental features. This kind of position changes all normal relations between a person and the external environment, develops consumer behavior patterns for people with disabilities. Today, the theory of social rehabilitation of people with disabilities determines the provision for each individual of the same opportunities for full participation in absolutely any sphere of human life. Life support and self-service, communication, recreation and socialization, Nazarova N.M. defines in terms of an independent lifestyle.

Shipitsyna L.I. defines socialization as "the formation of a child in the system of social relations as a component of this system, that is, the child becomes part of society, while the elements of culture, social norms and values ​​are assimilated by him" .

Socialization for children with various developmental problems causes very great difficulties. The issue of preparing these children for independent living, study and future work is controversial. The connection of children with disabilities with the surrounding society can only be achieved by special measures aimed at the psychological and pedagogical support of such children in the course of education and upbringing. The integration of children with disabilities into society can be understood as "the self-improvement of this society, its impact on the child's emerging personality and participation in this integration process of the child himself."

Researchers identify features in the personality of a child with disabilities that hinder his social development. Androsova G.L. proposed an option for studying these features and conventionally divided them into three groups: “I as a value in itself”, “Me and you”, “Me and the world”. These groups allow you to systematize these features and focus on the nature and structure of their content.

The first projection is characterized by such features as the inadequacy of self-esteem, the absence of a stable hierarchy of motives, the absence of a leading type of activity, and the inability to act purposefully.

B.I. Pinsky points out that certain children show low and weak self-esteem; these children are very dependent on evaluation from the outside world. Others, children with a deeper degree of developmental problems, have slightly overestimated self-esteem; such children almost do not react to assessment from the outside. This phenomenon should be understood as "a certain independence from external evaluation". This phenomenon can occur even among children who have low self-esteem, but are accustomed to their own mistakes and have created a certain protection from the outside world.

A theoretical study of the features of self-esteem of a child with disabilities indicates the originality of its development with age and the possibility of its metamorphosis.

The physiological basis of emotions and feelings is a combination of connections formed in the cerebral cortex and in the subcortex. The decrease in the activity of the entire higher nervous system and the decrease in the level and speed of the mental development of a child with developmental problems corresponds to his emotional processes and has a number of specific features.

In children with disabilities, traits such as constantly changing desires and a lack of motivation for long-term goals can be seen. The reason for this behavior can be explained by the fact that such a child has a reduced activity of brain functions and a weak tone of the entire cognitive sphere. Such children do not have the optimal level of impulsive reactions for the implementation of a volitional act: they can start some business, not finish it to the end, and then completely forget about it.

As part of the second projection, the personality traits of children with disabilities are considered through business and interpersonal communication, as well as through behavioral characteristics. There is a certain thoughtlessness of actions, an insufficient opportunity to critically comprehend them. In interpersonal relationships, one can note an indifferent attitude to one's position in the labor group and lability. Business communication is characterized by difficulty, unsatisfied need for communication as a process.

I.G. Eremenko in his scientific research studied the features of the relationship between children with disabilities. Insufficient and often erroneous motivation for choosing a friend, indifferent attitude to one's position in the group, lability in relationships. The author explains the reason for this kind of features by the low level of self-awareness of the pupil, the limited motivational basis of his activity and the difficulty of character formation, as well as the underdevelopment of social orientation.

E.I. Razuvan emphasizes that children with disabilities experience great difficulties in communicating with peers and people around them. They have almost not developed such a concept as an initiative in communication. They easily come into contact with people close and familiar to them for a long time, but getting to know new people causes big problems. The school environment for such children is a frequent factor in disengagement. The specificity of the composition of students is an important factor in the formation of interpersonal relationships in a child with special needs. A narrowed range of interests, relationships, limited connections are determined by the characteristics of the psyche and personality traits of such a child. The relationships that he builds are at the level of feelings and experiences, they are subjective, unconscious in nature, most often they are situational and practically unstable. .

The third projection is based on the inclinations of the individual and its professional orientation, the originality of ideas about the environment, the concept of value orientations. Here there is an immaturity of professional interests, their lack of awareness and stability. Representations about the surrounding world are inaccurate and fragmentary, they do not reflect the existing relationships.

If a teenager with a developed intellect by the time he graduates from school has a normal self-esteem, then the desire to master the profession is steadily increasing, he has a desire to engage in labor activity. The main motive of graduates of special schools most often have an imitative character. Adolescents often do not understand the meaning of a particular professional field of activity, they are repelled by how attractive it is to them. .

As a result of psycho-corrective work with such children, one can notice a clear dynamics of motivational orientation and personal growth. Most often, pupils of special schools have a narrowed range of interests, an understanding of themselves as individuals is practically not developed, and there is no desire for personal growth. Most children with disabilities consider themselves fully prepared for an independent life, they have no worries about their future, which is due to a small number of contacts with other people and an overestimated level of claims.

The authors note the shortcomings of the aesthetic development of children with disabilities, while such shortcomings do not represent some kind of stable condition. Psychological and pedagogical correction and the contribution of the family itself to the upbringing of a child with disabilities makes it possible to see the quick results of children in the right direction. The child's emotional background improves, the personality structurally changes and heals, new options for overcoming difficulties appear; hobbies and new hobbies appear. Graduates of special schools are gradually included in the labor activity in their specialty and are easily attached to professional teams. The emergence of difficulties can be seen in areas that differ from work: in their personal lives and in their free time, it can be difficult for such people to allocate their own time and use it correctly.

As a result of the analysis of the literature on the stated topic, it can be noted that, despite the presence of specific features of children with disabilities, all researchers note the existing opportunities for the personal development of the children under study. Thus, it is advisable to talk about the psychological reserves of the socialization process in relation to children with disabilities and that the essence of the development of the social potential of children with disabilities directly depends on targeted pedagogical support for children, revealing their potential in various forms of life.

Literature

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