Special educational needs is a term that has recently appeared in modern society. It came into widespread use abroad earlier. The emergence and spread of the concept of special educational needs (SEN) suggests that society is gradually maturing and trying in every possible way to help children whose life opportunities are limited, as well as those who, due to circumstances, find themselves in a difficult life situation. Society begins to help such children adapt in life.

A child with special educational needs is no longer one who exhibits anomalies and developmental disorders. Society is moving away from dividing children into “normal” and “abnormal”, since there are very illusory boundaries between these concepts. Even with the most ordinary abilities, a child may experience developmental delays if he is not given due attention from parents and society.

The essence of the concept of children with special needs

Special educational needs is a concept that should gradually displace terms such as “abnormal development”, “developmental disorders”, “developmental deviations” from popular use. It does not define the normality of the child, but focuses on the fact that he is not particularly different from other members of society, but has the need to create special conditions for his education. This will make his life more comfortable and as close as possible to the one led by ordinary people. In particular, the education of such children should be carried out using specific means.

Note that “children with special educational needs” is not only a name for those who suffer from mental and physical disabilities, but also for those who do not. For example, when the need for special education arises under the influence of any sociocultural factors.

Borrowing a term

Special educational needs is a concept that was first used in a London report in 1978 on the difficulties of educating disabled children. Gradually it began to be used more and more often. Currently, this term has become part of the educational system in European countries. It is also widely distributed in the USA and Canada.

In Russia, the concept appeared later, but it cannot be argued that its meaning is just a copy of the Western term.

Groups of children with special needs

Modern science divides the contingent of children with SEN into three groups:

• with characteristic disabilities due to health conditions;
• facing learning difficulties;
• living in unfavorable conditions.

That is, in modern defectology, the term has the following meaning: special educational needs are the conditions for the development of a child who requires workarounds in order to achieve those cultural development tasks that, under normal conditions, are carried out in standard ways rooted in modern culture.

Categories of children with mental and physical developmental characteristics

Each child with SEN has its own characteristics. On this basis, children can be divided into the following groups:

• characterized by hearing impairment (complete or partial lack of hearing);
• with problematic vision (complete or partial absence of vision);
• with intellectual anomalies (those with;
• who have speech impairment;
• having problems with the musculoskeletal system;
• with a complex structure of disorders (deaf-blind, etc.);
• autistics;
• children with emotional-volitional disorders.

OOP common to various categories of children

Experts identify OOPs that are common to children, despite the differences in their problems. These include the following needs:

• Education of children with special educational needs should begin as soon as disturbances in normal development are identified. This will allow you not to waste time and achieve maximum results.
• The use of specific tools for training.
• Special sections that are not present in the standard school curriculum should be introduced into the curriculum.
• Differentiation and individualization of learning.
• The opportunity to maximize the educational process beyond the boundaries of the institution.
• Extending the learning process after graduation. Providing opportunities for young people to go to university.
• Participation of qualified specialists (doctors, psychologists, etc.) in the education of children with problems, involvement of parents in the educational process.

Common deficiencies observed in the development of children with special education needs

Students with special educational needs have common characteristic deficiencies. These include:

• Lack of knowledge about the environment, narrow outlook.
• Problems with gross and fine motor skills.
• Slow development of speech.
• Difficulty in voluntary regulation of behavior.
• Lack of communication.
• Problems with
• Pessimism.
• Inability to behave in society and control one’s own behavior.
• Low or too high self-esteem.
• Lack of self-confidence.
• Complete or partial dependence on others.

Actions aimed at overcoming the common disadvantages of children with special needs

Working with children with special educational needs aims to eliminate these common deficiencies using specific methods. To achieve this, some changes are being made to the standard general education subjects of the school curriculum. For example, the introduction of propaedeutic courses, that is, introductory, concise, facilitating the child’s understanding. This method helps restore missing segments of knowledge about the environment. Additional subjects may be introduced to help improve gross and fine motor skills: physical therapy, creative clubs, modeling. In addition, all kinds of training can be conducted to help children with special needs understand themselves as full-fledged members of society, increase self-esteem and gain confidence in themselves and their abilities.

Specific deficiencies characteristic of the development of children with special education needs

Working with children with special educational needs, in addition to solving general problems, should also include solving issues that arise as a result of their specific disabilities. This is an important nuance of educational work. Specific deficiencies include those caused by damage to the nervous system. For example, problems with hearing and vision.

The methodology for teaching children with special educational needs takes these shortcomings into account when developing programs and plans. In the training program, specialists include specific subjects that are not included in the regular school education system. Thus, children with vision problems are additionally taught spatial orientation, and if they have hearing impairments, they are helped to develop residual hearing. The program for their training also includes lessons on the formation of oral speech.

Objectives of teaching children with special needs

• Organizing the educational system in such a way as to maximize children’s desire to explore the world, develop practical knowledge and skills, and broaden their horizons.
• children with special educational needs in order to identify and develop the abilities and inclinations of students.
• Encouragement to act independently and make your own decisions.
• Formation and activation of cognitive activity in students.
• Laying the foundations of a scientific worldview.
• Ensuring the comprehensive development of a self-sufficient personality that could adapt to the existing society.

Training functions

Individual education for children with special educational needs is designed to fulfill the following functions:

• Developmental. This function assumes that the learning process is aimed at developing a full-fledged personality, which is facilitated by children acquiring relevant knowledge, skills and abilities.
• Educational. No less important function. The education of children with special educational needs contributes to the formation of their basic knowledge, which will form the basis of the information fund. There is also an objective need to develop practical skills in them that will help them in the future and significantly simplify their lives.
• Educational. The function is aimed at the formation of comprehensive and harmonious development of the individual. For this purpose, students are taught literature, art, history, and physical education.
• Correctional. This function involves influencing children through special methods and techniques that stimulate cognitive abilities.

Structure of the correctional pedagogical process

The development of children with special educational needs includes the following components:

• Diagnostic and monitoring. Diagnostic work is one of the most important when teaching children with special education needs. She plays a leading role in the correction process. It is an indicator of the effectiveness of all activities for the development of children with special needs. It involves researching the characteristics and needs of each student who needs help. Based on this, a program is developed, group or individual. Also of great importance is the study of the dynamics with which a child develops while studying in a special school according to a special program, and an assessment of the effectiveness of the educational plan.
• Physical education and health. Since the majority of children with SEN have deviations in physical development, this component of the student development process is extremely important. It includes physical therapy classes for children, which helps them learn to control their body in space, practice precise movements, and bring some actions to automatism.

• Educational and educational. This component contributes to the formation of comprehensively developed individuals. As a result, children with SEN, who until recently could not exist normally in the world, become harmoniously developed. In addition, in the learning process, much attention is paid to the process of educating full-fledged members of modern society.
• Correctional and developmental. This component is aimed at developing a full-fledged personality. It is based on the organized activities of children with special needs, aimed at obtaining the knowledge necessary for a full life and assimilating historical experience. That is, the learning process should be based in such a way as to maximize the desire for knowledge of students. This will help them catch up in development with their peers who do not have developmental disabilities.
• Social and pedagogical. It is this component that completes the formation of a full-fledged personality, ready for independent existence in modern society.

The need for individual education of a child with special education needs

For children with special needs, two groups can be used: collective and individual. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions have been created for such children. When interacting with peers, a child with developmental problems begins to actively develop and in some cases achieves greater results than some absolutely healthy children. At the same time, an individual form of education is necessary for a child in the following situations:

• It is characterized by the presence of multiple developmental disorders. For example, in the case of severe mental retardation or when teaching children with simultaneous hearing and vision impairments.
• When a child has specific developmental abnormalities.
• Age characteristics. Individual training at an early age gives good results.
• When teaching a child at home.

However, in fact, it is extremely undesirable for children with SEN, as this leads to the formation of a closed and insecure personality. In the future, this entails problems in communicating with peers and other people. With collective learning, most children develop communicative abilities. As a result, full-fledged members of society are formed.

Thus, the emergence of the term “special educational needs” indicates the maturation of our society. Since this concept transfers a child with disabilities and developmental anomalies into the category of normal, full-fledged individuals. Education of children with special needs education is aimed at broadening their horizons and forming their own opinions, teaching them the skills and abilities that they need to lead a normal and fulfilling life in modern society.

In fact, special educational needs are those needs that differ from those offered to all children in mainstream schools. The wider the possibilities for satisfying them, the higher the child’s chance of receiving the maximum level of development and the support he needs at the difficult stage of growing up.

The quality of the education system for children with special education needs is determined by an individual approach to each student, since each “special” child is characterized by the presence of his own problem, which prevents him from leading a full life. Moreover, this problem can often be solved, although not completely.

The main goal of educating children with special needs education is to introduce previously isolated individuals into society, as well as to achieve the maximum level of education and development for each child classified in this category, and to activate his desire to understand the world around him. It is extremely important to form and develop them into full-fledged individuals who will become an integral part of the new society.

Students' educational needs(hereinafter - PEP) - social needs in general education, in creating optimal conditions for the realization of students’ energetic, cognitive and emotional-volitional capabilities. They affect the interests of all children who have learning difficulties and do not fit into the standard educational framework, and therefore require the creation of special conditions, the use of special programs and materials, and the provision of additional services. SEN are associated not only with the presence of disabilities, but also with the difficulties experienced by students while studying at school.

The concept of “educational needs” is used without any decoding in the Federal Law “On Education”, where it reflects:

• advanced understanding of human rights to meet needs;
• responsibility of modern civil society for creating the conditions necessary for children’s education.

History of the concept of “special educational needs”

The concept of “special educational needs” (SEN or Special Educational Needs) was first proposed by Mary Warnock in London in 1978. Initially, it had a rather narrow meaning of working with children with disabilities and systemic disorders, but after a while the concept reached a new level and moved away from the medical model of disability, becoming part of American, Canadian and European culture, where it significantly influenced the nature of education in school . The concept of OEP is actively used when drawing conclusions about the special needs of students, forming individual educational plans, and adapted programs.

At the international level, the rights of minors to special educational needs are enshrined in the Salaman Declaration on Principles, Policies and Practices in Education, which was adopted in 1994. The text of the document establishes the right of persons with special needs to access education in regular schools, where the necessary conditions must be created for them. The Framework for Action on the Education of Children with Special Needs states that schools should be open to every child, regardless of their linguistic, social, intellectual or physical disabilities. Thus, gifted children, students with physical and mental disabilities, working and homeless, socially disadvantaged and belonging to ethnic or linguistic minorities have special educational needs.

Keep this for yourself so you don't lose it:

Articles in the electronic journal "Handbook of a Deputy School Principal" will help you learn more about organizing the educational process for students with disabilities and identifying special educational needs.

- We identify the needs of parents of students with disabilities (planning and organization)
- How to organize an educational space for students with disabilities (students with disabilities)

In domestic pedagogy, the term OOP appeared only in the early 2000s and is not fully borrowed from a Western term, but it expresses society’s desire to help special children find their place in life by receiving a quality education. For the first time in Russia, K. Schneider spoke about special needs, who examined this issue in her work on sociology, blurring the concepts of “normal” and “abnormal.” She proposed a three-pronged system of categories: children in disadvantaged conditions, children with learning difficulties and children with disabilities. Specialists from the Institute of Correctional Pedagogy of the Russian Academy of Education, despite the different needs of students with disabilities, were able to identify common needs for different groups of children educational needs of schoolchildren:

• in special means of step-by-step training, differentiation and high-quality individualization of the educational process;
• in coordinating the activities of narrowly diversified specialists, involving parents and family members of the student;
• in the formation of a special temporal and spatial organization of the learning environment;
• in the maximum expansion of the educational space, going beyond the usual and the boundaries of the educational institution to prolong the educational process;
• in the introduction of such sections of education that are not in the program for normally developing children, but which are needed by students with special needs.

Who are children with special educational needs?

Children with special educational needs are students who need the help of teachers, specialists and parents, providing additional support in the learning process. The identification of this category of schoolchildren indicates the gradual displacement of the concepts of “developmental deviation” or “developmental anomaly” from the public lexicon, and the refusal to divide society into “normal” and “abnormal”. That is why individual educational needs of students may occur in children who find themselves in special sociocultural conditions, adolescents with physical or mental disabilities, and gifted children. To acquire knowledge, children with special needs require special conditions that will allow them to study in a comfortable atmosphere. From now on, there is a shift in emphasis from the deviations and shortcomings of children to the identification and satisfaction of their needs for special means and conditions of learning, which is a demonstration of the responsibility of society for each of its members.

The concept of “children with special education needs” applies to everyone whose educational difficulties go beyond the boundaries of usual norms. Russian science identifies three categories of children with special educational needs:

1. children at risk (living in unfavorable conditions);
2. who have unexpected learning difficulties;
3. with characteristic disabilities - hearing, vision, intelligence, speech, musculoskeletal disorders of varying severity, autism, emotional-volitional and complex structure disorders.

As a rule, children with special educational needs have problems with gross and fine motor skills, cognitive activity, they have an insufficiently broad outlook and fragmentary knowledge about themselves and the world, demonstrate lack of communication, pessimism, speech inhibition, and inability to control their words and actions.

Educational needs of schoolchildren

Unfortunately, the concept of special educational needs was not taken into account for a long time when drawing up the curriculum and plan, since the needs of children were not taken into account in Russian methodological and pedagogical developments. At the same time, it is important to realize that special educational needs may arise not only among children with disabilities, because many students encounter barriers and difficulties in acquiring knowledge, sometimes quite spontaneously and unexpectedly. OOPs are not constant, but appear to varying degrees in different disorders or in different life situations.

Therefore, in order to unlock the potential of students, improve the quality of life of children, giving them the opportunity to receive a decent education, it is important to take into account the opinions of children, their special educational needs, while engaging in a comprehensive study of potential obstacles to knowledge. If at least a few ordinary children do not receive the necessary help and attention at school, you need to first support them, and then concentrate on the accommodation of children with disabilities. The problem needs to be solved systematically, without breaking away from the school or classroom, since OOP can arise against the background of sociocultural, economic and psychological factors.

Studying special educational needs of the student- the primary task of a modern school, which allows:

• develop an adapted program, create an individual educational route for the student, build a program of work with him, adjust pedagogical efforts and goals;
• carry out psycho-medical-pedagogical support and correctional work with the student;
• determine a system for assessing planned results and achievements;
• increase the level of parental satisfaction with the quality of education, receive prompt feedback from all subjects of the educational process;
• improve the level of domestic education, providing state guarantees for equal opportunities for all citizens.

Components of special educational needs that determine the conditions for children’s education (distance learning, in inclusive schools, combined or compensatory groups):

1. Cognitive - vocabulary, mental operations, knowledge and ideas about the world around us, the ability to remember and reproduce information.
2. Energy - performance, perseverance and mental activity.
3. Emotional-volitional - the ability to maintain attention, concentrate, motivation for cognition and directed activity.

All OOPs are divided into four large groups:

Group 1. Educational needs related to the special organization of the educational process

Type of needs	Characteristics of OOP
Competence of teachers and specialists	They must know the developmental features of children with physical and mental disabilities, using this knowledge to organize the educational process and adapt educational programs. Teachers need knowledge of correctional and educational technologies in order to use them in their work.
Individualization of the educational route	Education of children with special needs is carried out remotely, at home, in separate classes for children with disabilities, in inclusive schools or classes.
Adaptation of the educational environment	Through a visually structured and clearly organized space, the creation of a motivating environment that takes into account the characteristics of information acquisition and the interests of the child, an emotional connection with the teacher, the friendly attitude of other students, and the use of activities and materials that are interesting to the child.
Preliminary preparation before frontal training	Associated with insufficient adaptive abilities of children with special needs, difficulties in communication and interaction, and the presence of emotional, mental or cognitive disorders. In this case, children gradually develop skills in educational behavior, social interaction, and classes in mini-groups and groups.
Adaptation period	Due to difficulties in adapting to unusual conditions, students with special education needs time to get comfortable at school. At this stage, they must gradually delve into the atmosphere and life of the class, receive educational motivation, and find emotional relationships with teachers. To achieve this, it is recommended to have a flexible schedule for regularly attending lessons, attending classes that are most interesting for the child, and moving from fragmented to complete immersion of the student in the educational process. The assistance of a tutor who will support the student in educational, communicative and social situations remains relevant. When the adaptation period comes to an end, the tutor’s help is minimized so that the student becomes more independent and gets used to the school educational process. Along with assistance in the adaptation period, it is important to reduce the requirements for the depth of mastering program material, which will become an additional source of motivation to attend school.
Availability of an adaptive program or comprehensive psychological and pedagogical support	In order for students with special educational needs to master the educational program, overcoming the typical difficulties of mastering general education programs, they need the help of not only a teacher, but also a tutor, speech therapist, speech pathologist, social teacher and additional education teacher.
Interaction between parents and school	Only clear coordination of the actions of all participants in the educational process will allow achieving the greatest results, therefore parents and teachers should develop a unified strategy for the educational process, use uniform algorithms and solutions, using the practical experience of teachers and the knowledge of family members about the characteristics of the student.
Individual assessment of educational results	An individual system for assessing results guarantees a child with special needs a situation of success and the opportunity to feel comfortable among typically developing classmates. The criterion for the effectiveness of training should be the achievement of the planned results of mastering the adapted educational program.

Group 2. Educational needs related to adaptation of the content of the basic general education program

Type of needs	Characteristics of OOP
Individualization of the content of the adapted basic general education program	According to the Federal State Educational Standard, four options for the adapted program are allowed. As a rule, for children with special educational needs, in order to individualize the content of education on the basis of AOEP, a special individual development program (SIDP) or an adapted educational program (AEP) is developed and implemented.
Formation of social (life) competencies	Students need life competencies because: they have difficulty with everyday life skills (social, everyday, communication), which leads to difficulties in solving everyday situations; children with SEN cannot easily transfer theory into practice, using school knowledge in everyday life, and therefore cannot understand the social context and master social behavioral norms. The development of life competencies involves the formation of: functional skills necessary for everyday life (communication, social, social, etc.); the ability to use the skills acquired during training in everyday life; life competencies, closely related to learning activities, the course of classroom and extracurricular activities.
Replacing academic/learning goals with alternative ones	Academic learning goals are not always relevant for children with intellectual disabilities, and therefore it is advisable to replace them with more functional competencies that are applicable to everyday life. Children are taught not to write correctly, but to correctly express thoughts, not to do arithmetic, but to recognize numbers. which improves the quality of life of a student with SEN.
Simplification of the content of the basic general education program	Depending on the type of disorder, one of four AOOP options is chosen for the child. For example, the second option involves the simplification of universal educational actions and communicative results, and the third and fourth option - the simplification of subject results and the reduction of meta-subject ones; basic educational activities are replacing UUD.

Group 3. Educational needs related to adaptation of methods of presenting educational material:

1. Simplified methods of presenting educational material - teachers adapt methods of explanation using visualization, simplified speech and other methods of conveying auditory-verbal information.
2. Simplification of instructions - long multi-step algorithms for performing an action are incomprehensible and difficult for children with special education disabilities, and therefore they need extremely simple instructions that are broken down into parts, written on the board, depicted in the form of a diagram, and clearly demonstrate the sequence of actions.
3. Additional visual support - when explaining new material or demonstrating an algorithm for completing tasks, the teacher needs to take into account the prevailing visual forms of thinking of students, and therefore use more supporting diagrams, tables, drawings, visual models and pictures.
4. Refusal of double requirements - unfortunately, children with SEN are not multitasking, so double requirements are often impossible for them to fulfill (for example, write down words and underline the letters, solve an example and write it down carefully). In this case, the teacher should set priorities by choosing only one of the requirements on which the student will have to focus his efforts, minimizing the additional requirement for the learning task.
5. Splitting educational tasks, changing the sequence - students with special educational needs can demonstrate a different pace, quality and speed of information processing, and therefore it is easier for them to learn large volumes of material gradually and in doses.

Group 4. Educational needs related to overcoming difficulties in development, socialization and adaptation

Correctional work in the process of psychological and pedagogical support helps to overcome the difficulties of socialization:

1. Development of socially acceptable behavior and activities - adaptive and social skills in children with special needs are not sufficiently developed, which provokes the consolidation of maladaptive forms of behavior, which can only be eliminated by the formation of correct communication and social skills.
2. Support and development of communication - group and individual correctional classes will allow you to develop dialogue and communication skills, teach the child to act in situations of refusal and consent, expressing requests, greetings and others. Children are taught to maintain a conversation and initiate a conversation.
3. Formation of social interaction skills, social life and self-service skills - individual and group classes, correctional work will help to develop social interaction skills with peers and adults (game skills, communication, interaction in lessons or outside of school), as well as life support and self-service skills.
4. Accumulation and expansion of social experience - in lessons and extracurricular activities, in the course of targeted work, children gain social and communication skills, accumulating which, they expand their social experience.
5. Expanding ideas about society - the experience of interaction with others is to be comprehended and systematized in the course of correctional work, which will be focused on the assimilation of social rules and norms.
6. Formation of adequate ideas about emotions and ways of expressing them - psychological correctional work aimed at making children with special needs aware of their experiences and emotions, adequate ways of expressing them (facial expressions, gestures) contributes to social development.
7. Formation of holistic ideas about themselves and the world around them - specialists help students systematize and organize ideas about themselves and the world, which in children with special needs are often incomplete or fragmented.

Meeting the student's special educational needs

Today, some features of the implementation of inclusive education for children with special education needs are highlighted:

1. Special training should begin from the moment developmental disorders are identified.
2. Education should use special means (methods, materials, programs) that will allow individualization and differentiation of the educational process, including after graduation. Thus, to improve motor functions, additional physical therapy classes are conducted, modeling or drawing clubs operate, and propaedeutic courses are held to master new academic disciplines or skills. In this case, only those teaching aids are used that do not tire children.
3. Matching educational activities to the needs of students- the content of training must correspond to the psychophysiological needs of children, therefore it includes classes on the development of visual or auditory-visual perception, fine motor skills, communication and adaptive skills, social and everyday orientation, and others.
4. Maximum expansion of the educational space by prolonging the educational process not only until graduation, but also after that (learning information and developing the necessary skills is carried out at a slow pace that is comfortable for the student).
5. Activation of cognitive activity, a positive attitude towards learning, independent decision-making, ensuring comprehensive personal development and laying the foundations of a scientific worldview.
6. When working with such students, not only experienced teachers and parents should be involved, but also psychologists, speech pathologists and other specialists, whose actions are carefully coordinated.

Who is involved in creating and organizing an inclusive environment?

Inclusive education for children with special education needs involves the work of a large team of specialists and parents aimed at:

• taking into account and studying the educational needs of consumers of educational services (students and their parents) regarding the quality and content of education;
• formation of an individual educational route and an adapted training program;
• systematic monitoring of the effectiveness of the educational process with subsequent adjustment of pedagogical tasks and goals;
• establishing feedback and stable interaction with family members of students.

Not only subject teachers, tutors and class teachers who develop work materials and programs are involved in working with students with special needs, but also support specialists - assistants who physically help students with disabilities overcome environmental difficulties. Together with them, specialized workers are involved in the work - defectologists, speech therapists, psychologists, whose special knowledge and skills help to better adapt children to school, help them achieve great results, and reveal their potential.

Functional responsibilities of specialists working with children with special needs

• The teacher, with the support of a psychologist, develops an adapted program, a work program for the subject, adapts extracurricular activities and training sessions to the needs of a student with special education needs, and forms a base of special technical means and teaching aids.
• Tutor - ensures the adaptation of a child with disabilities in a regular classroom, develops an individual educational route taking into account the abilities, interests and characteristics of the student, designs an open learning environment, methodological tools, and adapts the educational process.
• Assistant - support workers who provide physical and adaptive assistance to children. They help them use cutlery, dress and undress, make infrastructure facilities accessible, and provide first aid in emergency situations. Assistants create comfortable learning conditions at school and help overcome physical disabilities.
• Defectologist - quickly identifies psychophysiological disorders in children, recommending correctional support for them. Selects the type of correctional assistance and optimal educational program, plans individual and group correctional work, controls the process of mastering educational programs, promoting the successful development of social skills and adaptation of students with special education needs in society, optimizes the efforts of all specialists, ensuring the progressive effect of school inclusive education.

Educational needs of parents

Educational needs of students and parents- expectations that are associated with educational activities are aimed at schools and teachers in it and are satisfied through the choice of training courses, subjects, programs, extracurricular activities or a system of additional education.

In this case, gender division, level of education and socio-economic status of the family matter. Male parents more often associate educational needs with science, the socio-political and professional spheres, and female parents - with nature conservation, self-improvement, culture, the moral sphere, and art. As a rule, the educational orientations of parents are influenced by the problems they encounter in everyday life. That’s why men focus on organizing a business and driving a car, while women focus on effective financial management and additional education.

The financial situation of the family also affects the educational needs of parents: knowledge of moral and religious life is relevant for 3% of families whose financial situation is rated as excellent, and for 60% of families whose financial situation is extremely difficult.

The expectations of student parents, as customers of educational services, are related to the interests and capabilities of children, which must be satisfied in the chosen educational institution. The experience of conducting surveys and questioning of parents confirms that family members of students expect from the school:

• quality primary and secondary general education;
• comfortable conditions for free communication, extracurricular and educational activities;
• modern material and technical base, including for obtaining computer literacy, and optimal psychological and pedagogical conditions;
• conditions for the diagnosis and development of children’s creative, sports and intellectual abilities in accordance with age characteristics through a system of circles, sections, clubs;
• promoting health, popularizing sports and a healthy lifestyle;
• familiarization with general cultural values, history and culture of the country;
• compliance with sanitary and hygienic requirements, fire safety standards.

Since every participant in the educational process matters when it comes to providing for special educational needs, the role of parents and their educational expectations remains consistently high. If educational institutions only partially satisfy the special educational needs of children, and do not fully use potential and current opportunities, the effectiveness of teaching will decrease, and the communicative, creative and intellectual potential of students with special educational needs will remain undiscovered. In order not to delay the development of other students, special educational needs can be realized only in the conditions of special education - from deeply differentiated to inclusive, which will ensure the successful integration of the child into adulthood and adaptation in society.

Subject:Educational needs of the state and society and their importance in the formation of educational programs at the levels of general education of an educational institution

Target: consider the concept of the educational needs of society as an order from the state and society for educational services to the education system at the school level, study ways to identify them, as well as take into account the request for educational services when forming educational programs at the levels of general education.

Plan:

1. 
   Concept of educational needs. Educational needs of the state, students and their parents.
2. 
   Ways to identify the educational needs of local society. Diagnostics of demand for educational services.
3. 
   Principles of forming an educational program. Taking into account educational needs in the educational program.
4. 
   The concept of a curriculum (educational) plan. Sample programs by subject.

Teaching materials:

1. The concept of educational needs. Educational needs of the state, students and their parents

In the Dictionary of Pedagogy by Kodzhaspirova E.N. the definition of need is given:
“Need is a need for something objectively and subjectively experienced by a person, which is a source of activity, development of the individual, and society as a whole. There are often contradictions between objective need and its subjective reflection, which significantly influence the development of the individual and his behavior. In the most general form, needs are usually divided into biological and sociological; this division is often called otherwise - material and spiritual needs. Needs in psychology are also considered as special psychological states - states of tension, dissatisfaction, discomfort, etc., reflecting the discrepancy between the internal and external conditions of activity. These states can be realized, or they can manifest themselves in unconscious drives, motives of activity, attitudes, and other needs are changeable, dynamic, biologically and socially conditioned. Satisfaction of needs occurs as a result of purposeful activity. Nurturing needs is one of the central tasks of personality formation” 1.

Educational needs, according to this classification, relate to sociological needs and mean the need of a person or state for education to realize their own potential and internal and external development. The education system has as its goal: to satisfy educational needs individuals, respond to the order of the economy and social sphere, ensure the development of higher education, create conditions for the fullest realization of the capabilities of educators. The main factors influencing the direction of needs: socio-economic conditions, political situation, globalization, internal needs.

It should be noted that a particular difficulty lies in reflecting educational needs in the social order of the education system. It is obvious that the education system “ideally” should provide:

• 
  individual - conditions for self-realization, both through receiving an education “ordered” by the state or society, and through the formation of one’s own educational trajectory (naturally, the result of receiving such an “individual” education should not impose any obligations on the state and society; accordingly, financing obtaining such an education is a personal matter for everyone, with the possible attraction of an educational loan);
• 
  society - the possibility of creating training programs corresponding to a certain level of education, with fixation of this level and the conditions for its achievement by a specific student, but without financial obligations on the part of the state (including the possibility of implementing such programs in existing or specially organized educational institutions);
• 
  to the state – the opportunity to train specialists of certain qualifications in quantities that meet the needs of the state to fulfill the duties assigned to it by society 2 .

In order to discuss the material with listeners, it is recommended to answer the following questions:

1. 
   What moments of historical development can be called decisive in the formation of educational needs?
2. 
   What factors determine the direction of the content of an individual’s educational needs?

Students are invited to build a hierarchy of factors influencing educational needs for the state and for an individual and correlate them with each other. The next task is to assess how much these lists will coincide and in what positions they will differ.

2. Ways to identify the educational needs of local society. Diagnostics of demand for educational services.

Identifying the educational needs of each group of consumers - the state, society, the individual - is impossible without their active participation.

Methods of detection include:

1. 
   Study of the socio-economic situation in a territorial entity (standard of living of the population, professional demand, demographic situation, population migration, etc.).
2. 
   Questioning of participants in the educational process.
3. 
   Analysis of the educational potential of students.
4. 
   Assessment of educational system resources.

Next, it is recommended to discuss with parents the mechanism for identifying educational needs. It is also useful to draw up a plan, identify those responsible and executors for each item of the plan.

As a rule, the educational needs of the population are expressed in the intensity of demand for educational services that an educational institution can provide. In modern conditions, each educational institution conducts a survey of students and their parents in order to formulate an individual educational route for each child.
A successful methodology for diagnosing educational preferences is used in the municipal educational institution “Lyceum No. 3 named after. A.S. Pushkin, Saratov" (director - candidate of pedagogical sciences T.A. Denisova) 3. This methodology makes it possible to develop an educational program at any level of general education, taking into account the individualization of educational routes for both classes as a whole and individual students. The essence of the methodology is that at the first stage of order formation, the educational needs of students are studied through the filling out of questionnaires by parents and an individual application for educational services. The application is drawn up by students and their parents (legal representatives) jointly.

At the second stage, the questionnaires are processed and authorized persons prepare proposals for inclusion in the primary school educational program.

At the third stage, a diagram is drawn up that reflects the student’s educational achievements and further prospects for the formation of his individual educational route. Such a diagram can be formed not only for an individual child, but also for a class, parallel and level as a whole.

It is also possible to invite students to describe their methodology for researching educational needs and demand for educational services, which was used in their educational institutions, and discuss it.

3. Principles of forming an educational program.

Consideration of educational needs in the educational program

From September 1, 2011, the federal state educational standard for primary school will come into force on the territory of the Russian Federation, significantly different from the one previously in force.

The need to improve educational standards arises not only in Russia, but throughout the world. Already in the mid-70s of the last century, it became clear: the content of education is being updated much more slowly than technology. To teach children something new, it is necessary to develop new methods and manuals, teach teachers how to use them and how to organize the educational process. All this takes time. But life does not stand still, civilization develops, and a moment comes when what is modern today becomes obsolete, and again something new must be introduced. Therefore, at the moment, the school is faced with the task of ensuring that children not only and not so much acquire knowledge, but the ability to use the acquired knowledge to acquire new ones.

The orientation of the educational standard towards results makes the main goal of education the development of the student’s personality based on the mastery of various methods of action, the development of his ability to navigate large amounts of information, set educational goals, evaluate the result obtained, and, ultimately, the ability to learn 4 .

And most importantly, the standards should teach the student to use knowledge and learn, because now the school baggage is not enough to last a lifetime - you need to relearn, complete your studies, and be able to acquire knowledge on your own.

In addition, the new standards coordinate the system of requirements in schools and universities, providing graduates with the opportunity to compete on equal terms, no matter what educational institutions they study at.

The significance of the new standard for parents is that with its introduction, for the first time in the history of national education, they have the opportunity to directly influence the educational process.

The standard establishes special powers of participants in the educational process, which, in particular, give parents of students the right, together with the school and the public, to determine up to 20% of the content of education in primary school in accordance with the needs of children (when moving to the basic and senior levels, this figure increases).

We are talking about the legally enshrined right of parents to participate in the management of the school and the formation of the content of education.

The Constitution (Article 43) and the Family Code (Articles 63, 64) state that parents “have a priority right to raise their children.” Moreover, it also says that “as representatives of children, parents are obliged to protect their rights and legitimate interests.”

This means that it is parents who determine where, how and according to what curriculum (of course, corresponding to the federal state educational standard) their children will study. So, for example, if there are several textbooks on a subject, parents have the right to receive an explanation of why the teacher chose this particular manual.

To meet the educational needs of students, the basic educational program of primary general education of an educational institution that has state accreditation is developed, taking into account the type and type of this educational institution, as well as the educational needs and requests of participants in the educational process. In accordance with the requirements of the standard, the development by an educational institution of the basic educational program of primary general education is carried out independently with the involvement of self-government bodies (council of the educational institution, board of trustees, governing council, etc.), ensuring the state-public nature of the management of the educational institution 5.

The personal, family, social, state needs and capabilities of a child of primary school age, the individual characteristics of his development and health status determine the goals, knowledge, abilities, skills and competencies, ensuring the achievement of which is the goal of implementing the basic educational program of primary general education.

4. The concept of a curriculum (educational) plan. Sample programs by subject

The most important part of the main educational program is the curriculum (hereinafter referred to as the curriculum) of the educational institution, which determines the maximum volume of students’ teaching load, the composition of academic subjects and areas of extracurricular activities, distributes the educational time allocated for mastering the content of education by grade and academic subjects 6.

In the course of mastering the educational program during the implementation of the curriculum at the first stage of general education, the basic foundations and foundation of all subsequent education are formed, including:

• 
  the foundation is laid for the formation of a child’s educational activity - a system of educational and cognitive motives, the ability to accept, maintain, and implement educational goals, the ability to plan, control and evaluate educational activities and their results;
• 
  universal educational actions are formed;
• 
  The cognitive motivation and interests of students develop, their readiness and ability for cooperation and joint activities of the student with the teacher and classmates are developed, the foundations of moral behavior are formed, which determines the individual’s relationship with society and the people around him.

The content of education in primary school is implemented mainly through the introduction of training courses that provide a holistic perception of the world, an activity-based approach and the individualization of training in each academic subject.

The curriculum consists of two parts - a mandatory part and a part formed by participants in the educational process, including extracurricular activities carried out in the afternoon.

Mandatory part The basic curriculum determines the composition of compulsory educational subjects for implementation in all educational institutions with state accreditation that implement the basic educational program of primary general education, and the teaching time allocated for their study by grade (year) of study.

The educational institution, at its discretion, uses the teaching time of this part for various types of activities in each subject (project activities, practical and laboratory classes, excursions, etc.).

Part of the curriculum formed by participants in the educational process, ensures the implementation of the individual needs of students. The time allocated for this part 7 can be used to increase the teaching hours allocated to the study of individual academic subjects of the compulsory part, and/or to introduce training courses that cater to the various interests of students. This part also includes extracurricular activities 8.

The organization of classes in the areas of the “Extracurricular Activities” section is an integral part of the educational process in an educational institution. The school should provide students with a wide range of directions, classes, and activities aimed at their development. The content of classes within extracurricular activities is formed taking into account the wishes of students and their parents (legal representatives). Extracurricular activities are implemented through various forms of its organization, different from the lesson education system. These can be excursions, clubs, sections, round tables, conferences, debates, school scientific societies, olympiads, contests, competitions, search and scientific research, socially beneficial practices, etc.

When organizing extracurricular activities for students by an educational institution, it is advisable to use the capabilities of institutions of additional education, culture and sports. During the holidays, the potential of specialized camps, thematic camp shifts, summer schools, etc. can be used to continue extracurricular activities.

For the development of gifted and talented children, individual educational plans can be developed with the participation of the students themselves and their parents (legal representatives), within the framework of which individual educational programs will be formed (content of disciplines, courses, modules, pace and forms of education). In addition, distance education can be organized as part of schoolchildren’s extracurricular activities.

10. Federal State educational standard - http://standart.edu.ru/

11. Federal portal for additional education of children www.vidod.edu.ru

Special educational needs of students with ASD

The development of connections between an autistic child and a loved one and society as a whole is disrupted and does not occur normally, and not in the same way as in other children with disabilities. Mental development in autism is not just delayed or impaired, it is distorted, since the mental functions of such a child do not develop in line with social interaction and solving real life problems, but to a large extent as a means of autostimulation, a means of limiting, rather than developing, interaction with the environment and other people .

Developmental distortion typically manifests itself in a change in the ratio of a child who is easy to learn and who is difficult to learn. He may have fragmentary ideas about his surroundings, and may not identify and comprehend the simplest connections in what is happening in everyday life, which is something that an ordinary child is not specifically taught. May not accumulate basic everyday life experience, but show competence in more formal, abstract areas of knowledge - highlight colors, geometric shapes, be interested in numbers, letters, grammatical forms, etc. It is difficult for this child to actively adapt to changing conditions and new circumstances, therefore the abilities such children have and even already developed skills and accumulated knowledge are poorly implemented in life.

Transferring social experience to such children and introducing them to culture is particularly difficult.Establishing emotional contact and involving the child in developmental practical interaction, in a joint understanding of what is happening, represent the basic task of special psychological and pedagogical assistance for autism.

The special educational needs of children with autism during primary schooling include, in addition to the general ones characteristic of all children with disabilities, the following specific needs:

• in most cases At the beginning of training, there is a need for a gradual and individually dosed introduction of the child into a classroom learning situation. Class attendance should be regular, but regulated in accordance with the child’s current ability to cope with anxiety, fatigue, satiety and overstimulation. As the child gets used to the classroom learning situation, it should approach his full inclusion in the process of primary school education;
• the choice of lessons that a child begins to attend should begin with those where he feels most successful and interested and gradually, if possible, includes all the others;
• the majority of children with ASD are significantly delayed in the development of self-care and life support skills: you need to be prepared for the child’s possible helplessness and slowness at home, problems with going to the toilet, dining room, selectivity in food, difficulties with changing clothes, and the fact that he does not know how to ask a question, complain, ask for help. Entering school usually motivates a child to overcome these difficulties and his attempts should be supported by special correctional work to develop social and everyday skills;
• special support for children is necessary (individual and when working in the classroom) in developing the capabilities of verbal and non-verbal communication: seek information and help, express their attitude, assessment, agreement or refusal, share impressions;
• there may be a need for temporary and individually dosed support from both a tutor and an assistant (assistant) in organizing the child’s entire stay at school and his educational behavior in the lesson; support should be gradually reduced and removed as the child gets used to it, masters the order of school life, rules of behavior at school and in the classroom, social adaptation and communication skills;
• at the beginning of training, if the need is identified , along with attending class, the child should be provided with additional individual lessons with a teacher to develop forms of adequate educational behavior, the ability to communicate and interact with the teacher, and adequately perceive praise and comments;
• periodic individual pedagogical lessons (cycles of lessons) are necessary for a child with ASD, even with the formation of adequate learning behavior, to monitor his mastery of new educational material in the classroom (which may be difficult for him during the period of getting used to school) and, if necessary, to provide individual correctional assistance in mastering the Program;
• it is necessary to create a particularly clear and ordered temporal-spatial structure of lessons and the child’s entire stay at school, giving him support for understanding what is happening and self-organization;
• special work is needed to bring the child to the possibility of participating in the frontal organization in the lesson: planning the mandatory period of transition from individual verbal and non-verbal instructions to the frontal one; in using forms of praise that take into account the characteristics of children with ASD and developing the ability to adequately perceive comments addressed to oneself and to fellow students;
• in organizing the education of such a child and assessing his achievements, it is necessary to take into account the specifics of mastering skills and assimilating information in autism, the features of mastering “simple” and “complex”;
• it is necessary to introduce special sections of remedial education that help overcome the fragmentation of ideas about the environment, develop means of communication, and social and everyday skills;
• special correctional work is needed to comprehend, organize and differentiate the child’s individual life experience, which is extremely incomplete and fragmented; assisting him in processing impressions, memories, ideas about the future, developing the ability to plan, choose, compare;
• a child with ASD needs special help in organizing and understanding the acquired knowledge and skills, which does not allow their mechanical formal accumulation and use for autostimulation;
• a child with ASD needs, at least initially, special organization during recess , in involving him in usual activities, allowing him to relax and, if possible, engage in interaction with other children;
• To obtain primary education, a child with ASD needs to create learning conditions that provide an environment of sensory and emotional comfort (no sudden mood swings, an even and warm tone of voice from the teacher in relation to any student in the class), orderliness and predictability of what is happening;
• the teacher needs a special attitude towards developing emotional contact with the child, maintaining confidence in him that he is accepted, sympathized with, and that he is successful in the classroom;
• the teacher should try to convey this attitude to the classmates of the child with ASD, without emphasizing his special features, but by showing his strengths and evoking sympathy for him with his attitude, and involve children in accessible interaction;
• it is necessary to develop children's attention to the manifestations of close adults and fellow students and special assistance in understanding situations occurring with other people and their relationships;
• for the social development of a child it is necessary to use his existing selective abilities;
• the process of his learning in primary school should be supported by psychological support, optimizing the interaction of the child with teachers and fellow students, family and school;
• a child with ASD, already during the period of primary education, needs individually dosed and gradual expansion of the educational space beyond the boundaries of the educational institution.

Educational needs

"...Educational needs - the scale, nature and degree of interest in certain educational services on the part of society as a whole, territorial communities, enterprises, institutions and organizations, individual citizens and their associations..."

Source:

"MODEL LAW ON ADULT EDUCATION"

Official terminology. Akademik.ru. 2012.

See what “Educational needs” are in other dictionaries:

Educational needs- the need to master the knowledge, abilities, skills and qualities provided for by the predictive model of competence, which the student needs to master to solve vital problems... Glossary of terms on general and social pedagogy

SPECIAL EDUCATIONAL NEEDS- additional educational activities or support necessary for children and adolescents with physical or mental disabilities, as well as those children who were unable to complete school for any reason...

EDUCATIONAL SERVICES- a set of purposefully created and offered opportunities for acquiring knowledge and skills in order to meet educational needs. According to their goals and content, educational services are divided into professional... ... Professional education. Dictionary

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

Russian State Pedagogical University named after A. I. Herzen- Coordinates: 59°56′02″ N. w. 30°19′10″ E. d... Wikipedia

Ten main provisions of the new education law- The new law on education in the Russian Federation comes into force on September 1. It will replace two basic laws On Education (1992) and On Higher and Postgraduate Professional Education (1996). Work on the draft law began back in 2009, and that’s it... ... Encyclopedia of Newsmakers

Inclusive education- Inclusive (French inclusif - including, from Latin include - I conclude, include) or included education is a term used to describe the process of teaching children with special needs in general education... ... Encyclopedia of Newsmakers

Non-profit scientific educational institution. Part of the Eidos Group of Companies. Institute address 125009, Russia, Moscow, st. Tverskaya, 9, building 7. Director of the Institute, Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy... ... Wikipedia

Jackson (Mississippi)- This term has other meanings, see Jackson. City of Jackson Jackson Flag ... Wikipedia

Special psychology- a field of developmental psychology that studies the problems of development of people with physical and mental disabilities that determine their need for special conditions of training and education. Formation of S.p. occurred within the framework of defectology.... ... Pedagogical terminological dictionary

Books

• Organization of developmental correctional educational process with preschoolers with special educational needs. Federal State Educational Standard, Kiryushina A.N. The book presents experience in creating special social and pedagogical conditions for the development and upbringing of a child in a preschool institution of a compensatory type. The authors described in detail... Buy for 503 rubles
• Teaching literacy to preschool children. Partial program. Federal State Educational Standard, Nishcheva Natalia Valentinovna. In accordance with the Federal State Educational Standard for Preschool Education, preschool educational organizations, when drawing up the main educational program, can use, in addition to the approximate educational program of preschool...