Herzen University: new research in defectology
The article presents findings of a study that was aimed to study the specifics of assessment of the importance of inclusive professional competencies of a teacher by various categories of teachers working in general education schools.
According to the results of a qualitative and quantitative analysis of the results of a survey of 416 primary school teachers, secondary school teachers of various profiles, it is stated that in assessing the importance of inclusive competencies of a teacher for achieving educational results of different types by a student with disabilities (SwD), there are significant differences in the subject factor of the area of pedagogical agenda of the teachers. Also, a significant mediating effect of this factor on the assessment of generalized parameters of the competence of a teacher of inclusive education was revealed. The factors associated with the length of service, experience of work in conditions of inclusion, do not have a significant effect on the corresponding parameters, either independently or in joint action.
The results obtained indicate the need for a differentiated approach both to determining the range of professional competencies of an inclusive teacher, and to their formation in the system of retraining and advanced training of teachers of inclusive educational organizations.
The article presents the results of a pilot study of the interaction between participants (specialist, child, parent) of correctional and developmental classes in the conditions of the early aid service. The reasons that have a low impact on the establishment of contacts between parents and children with hearing impairments have been identified. One of the variants of the activity of an early care specialist is described, which helps to establish a developing interaction of a family with their child.
The subject of the study was the specific features and violations of time perceptions in preschoolers with severe speech impairments (TSP) in the context of their influence on the predisposition of these children to dyscalculia.
The article presents and analyzes the results of a comparative search-ascertaining experiment, which assumed that children perform tasks of a diagnostic technique aimed at identifying in preschoolers with speech impairments the specific features of time perceptions concerning individual time intervals and the reflection of generally accepted time standards in speech. It is stated that children with TNR of senior preschool age are at the initial stage of the formation of their time perceptions, they hardly master the ability to coordinate and subordinate their movements to speech, rhythmic and visual instructions, experience significant difficulties in identifying cause-effect relationships and time perceptions in the process of composing a story on a series of plot pictures.
These negative features are one of the essential factors that determine the predisposition to dyscalculia, taking into account the need to search for and implement such forms of work to prevent this disorder, which should be correlated with the psychological structure of the process of mastering mathematics and the type of dysontogenesis of students.