Severe and multiple developmental disorders: study and assistance
Almanac #41 · · 2020
Socio-cultural contexts of formation of the practice of providing assistance to children with severe and multiple developmental disorders
The subject of this analysis is the sociocultural context, in which education of children with severe multiple developmental disorders and assistance to their families are officially recognized as mandatory. The periodization of evolution of society's the state's attitude towards children with multiple developmental disorders is presented. The article describes the changes in the socio-cultural context and the corresponding changes in the regulatory framework of education that are necessary for the formation of the practice of compulsory education for children with severe and complicated developmental disorders. The practice of Russia and many European countries shows that the different paths of formation of the theory and practice of education of children with multiple disorders are connected, but are not identical.
Keywords
Socio-cultural contexts of formation of the practice of providing assistance to children with severe and multiple developmental disorders
complex disordersfoundations of defectology
foundations of correctional (remedial) pedagogy
special education
inclusion
Pedagogics for visual and hearing impairments for the practice of providing education to children with multiple developmental disorders
The article presents the national scientific tradition of providing education to deaf-and-blind children. It describes methodological foundations of the I.A. Sokolyansky and A.I. Meshcheryakov's school, key provisions of the theory of education of children with bi-sensory impairments, a holistic system of special methods for speech development and acquisition of reading skills. The main focus is given to the basic provisions of the education system for the deaf-and-blind, which are fundamental for the education of children with multiple developmental disorders.
Keywords
Pedagogics for visual and hearing impairments for the practice of providing education to children with multiple developmental disorders
foundations of defectologyfoundations of correctional (remedial) pedagogy
deaf-and-blind children
children with complex disorders
children with complicated disorders
children with a complex structure of the defect
The main pathways of interdisciplinary interactions implementation in providing assistance to disabled children deprived of parental care
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The article discusses the implementation of the interdisciplinary approach during the provision of comprehensive assistance to disabled children with mental disabilities deprived of parental care.
Keywords
The main pathways of interdisciplinary interactions implementation in providing assistance to disabled children deprived of parental care
interdisciplinary approachorphanage-children’s home
disabled children
children from children’s homes
quality of life of disabled children
special educational needs
special conditions
The usage of music lessons in neuropsychological practice of diagnostics and correction of severe mental development disorders
The article considers music lessons as an adequate form of psychological assistance for children with severe developmental disorders. It offers a neuropsychological analysis of its features and capabilities. It describes the approximate sequence of actions needed for the development of energy, information and regulatory blocks of the brain.
Keywords
The usage of music lessons in neuropsychological practice of diagnostics and correction of severe mental development disorders
music lessonsneuropsychological diagnostics
neuropsychological correction
severe multiple developmental disorders
The self-care skills development evaluation system among children with severe and multiple developmental disorders
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This research is dedicated to self-care skills evaluation (ingestion, dressing and undressing, hygiene practices) among children with severe multiple developmental disorders.
During diagnostics we used the self-care skills development evaluation system among children with severe multiple developmental disorders, created by M.V. Pereverzeva. The results of the study showed the possibility of using these methods for psychological and educational diagnostics, identification of the directions of remedial and developmental work with children who has severe multiple disorders and evaluation of their effectiveness.
Keywords
The self-care skills development evaluation system among children with severe and multiple developmental disorders
children with severe multiple developmental disordersthe self-care skills development evaluation system
psychological and educational diagnostics
directions of remedial work
Willingness to use augmentative and alternative communication by the specialists of children's homes
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The study addresses the problem of readiness of the specialists working with children with severe and multiple developmental disorders deprived of parental care, to use augmentative and alternative communication in their daily practice.
Keywords
Willingness to use augmentative and alternative communication by the specialists of children's homes
augmentative and alternative communication (ААС)children with severe and multiple developmental disorders
specialists working with disabled children deprived of parental care
What speech characteristics among students with ASD should be taken into account in educational practice?
Compared to other symptoms, the linguistic characteristics of students with autism are not given enough attention so that we cannot fully understand their special educational needs, and they are often overlooked in the adaptive teaching practices made for such children. This article examines the basic speech characteristics of children with autism in order to identify useful educational practices. This should provide an understanding of ways to overcome the initial difficulties in understanding and using speech by students with ASD.
Keywords
What speech characteristics among students with ASD should be taken into account in educational practice?
autism spectrum disordersspeech characteristics
adaptive practices
education
executive functions
special educational needs
Practice of abilitation of children with severe and multiple developmental disorders in the group "Adaptation", St. Sophia Social House
The article describes the unique work experience of the psychological and pedagogical team with children, adolescents and adults with severe and multiple developmental disorders who spent most of their lives in a children’s home settings. Despite the fact that part of the group has reached adult age, the tasks of socialization, learning about their environment, communication and the formation of the basic routine skills remain relevant for all children. The article offers examples of tasks for the employees of Social house developed by specialists of the RCPO (regional charitable public organization) "Clinical Pedagogy Center", for the period of the long break in the ongoing classes related to quarantine in April-May 2020.
Keywords
Practice of abilitation of children with severe and multiple developmental disorders in the group "Adaptation", St. Sophia Social House
severe multiple developmental disorderssocialization
routine skills
Foreword by A.R. Luria to Elsa Heisserman's book
Foreword written by the editor A.R. Luria to Elsa Heisserman's book "The Mental Development Potential of a Normal and Abnormal Child: An Assessment of Intellectual, Sensory and Emotional Development", published in 1964 by the Publishing House «Prosveschenie».
Keywords
Foreword by A.R. Luria to Elsa Heisserman's book
diagnostics of intellectual developmentdiagnostics of sensory development
diagnostics of emotional development
mental development of a child