Альманах Института коррекционной педагогики - Almanac #41
ALMANAC Institute of Special Education

Severe and multiple developmental disorders: study and assistance

Severe and multiple developmental disorders: study and assistance
This issue of the Almanac is devoted to one of the most acute problems of modern theory and practice — the study and education of children with severe and multiple developmental disorders. The relevance of this problem is being determined by the large number and heterogeneity of this category of children, they make up for more than 40 % of the group of people with disabilities, and the combination of primary disorders and their severity represent an infinite variety of options, therefore, the issues of providing education to children with severe and multiple disorders are of concern today to parents, researchers and practitioners, educational managers, university teachers and students. This issue is addressed to them.

Socio-cultural contexts of formation of the practice of providing assistance to children with severe and multiple developmental disorders

N.N.Malofeev
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.
Read article   Keywordscomplex disorders, foundations 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

E.L. Goncharova
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.
Read article   Keywordsfoundations of defectology, foundations 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

A.V. Bitova, O.V. Karanevskaya, A.Yu. Novikov, A.K. Fadina
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.
Read article   Keywordsinterdisciplinary approach, orphanage-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

I.S. Konstantinova
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.
Read article   Keywordsmusic lessons, neuropsychological diagnostics, neuropsychological correction, severe multiple developmental disorders

The self-care skills development evaluation system among children with severe and multiple developmental disorders

M.V.Demidova, T.A. Basilova
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.
Read article   Keywordschildren with severe multiple developmental disorders, the 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

T.A.Bondar, O.V.Karanevskaya
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.
Read article   Keywordsaugmentative 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?

A. Gouzien-Desbiens
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.
Read article   Keywordsautism spectrum disorders, speech 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

M.G.Popova
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.
Read article   Keywordssevere multiple developmental disorders, socialization, routine skills

Foreword by A.R. Luria to Elsa Heisserman's book

A.R. Luria
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».
Read article   Keywordsdiagnostics of intellectual development, diagnostics of sensory development, diagnostics of emotional development, mental development of a child