What are the educational needs of the students. Modern problems of science and education

4. Connection of special pedagogy with other sciences.

5. Scientific foundations of special pedagogy: philosophical and sociocultural.

6. Scientific foundations of special pedagogy: economic and legal.

7. Scientific foundations of special pedagogy: clinical and psychological.

8. The history of the development of special education and special pedagogy as a system of scientific knowledge.

9. Outstanding scientists-defectologists - scientific activity and contribution to the development of defectological science.

10. The personality of a special education teacher.

11. Fundamentals of didactics of special pedagogy.

12. The concept of special educational needs.

13. Content of special education.

14. Principles of special education.

8. The principle of the need for special pedagogical guidance.

15. Technologies of special education.

16. Methods of special education.

17. Forms of organization of training.

18. Forms of organization of correctional and pedagogical assistance.

19. Means of ensuring the correctional and educational process.

20. Modern system of special educational services.

21. Psychological-medical-pedagogical commission as a diagnostic and advisory body: regulatory framework, goals, objectives, composition.

22. Medical and social prevention of developmental disorders.

23. Early comprehensive assistance to children with disabilities.

24. Medical and pedagogical patronage of children with disabilities.

25. Preschool education of a child with disabilities.

26. School system of special education.

27. Vocational orientation of persons with limited ability to work.

28. The system of vocational education for persons with limited ability to work.

29. The system of primary, secondary and higher vocational education for persons with developmental disabilities.

30. Additional education for persons with developmental disabilities.

31. Social and labor rehabilitation of persons with limited ability to work.

32. Socio-pedagogical assistance in socio-cultural adaptation to persons with disabilities in life and health.

33. Pedagogical systems of special education for persons with various developmental disabilities.

34. Modern priorities in the development of the system of special education.

35. Humanization of society and the education system as a condition for the development of special pedagogy.

36. Integrated and inclusive education.

12. The concept of special educational needs.

Special Educational Needs - these are the needs in the conditions necessary for the optimal implementation of the cognitive, energy and emotional-volitional capabilities of a child with disabilities in the learning process.

There are several components of special educational needs:

1) Cognitive components - possession of mental operations, the ability to capture and store the perceived information, the volume of the dictionary, knowledge and ideas about the world around;

2) Energy: mental activity and performance;

3) Emotional-volitional - the orientation of the child's activity, cognitive motivation, the ability to concentrate and hold attention.

It must be remembered that special educational needs - are not uniform and permanent, - manifest themselves to varying degrees with each type of violation, - varying degrees of its severity;

And in many ways, special educational needs determine the possible conditions for learning: in conditions of inclusive education, in groups of compensatory or combined orientation, in classes for children with disabilities; remotely, etc.

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 have them. For example, when the need for special education arises under the influence of any socio-cultural factors.

PLO, common to different categories of children.

Specialists distinguish PEP, which are common to children, despite the difference in their problems. These include needs such as:

1) The education of children with special educational needs should begin as soon as disturbances in normal development have been identified. This will allow you not to waste time and achieve maximum results.

2) The use of specific means for the implementation of training.

3) Special sections that are not present in the standard school curriculum should be introduced into the curriculum.

4) Differentiation and individualization of education.

5) Opportunity to maximize the process of education outside the institution. Extension of the learning process after graduation. Enabling young people to go to university.

6) Participation of qualified specialists (doctors, psychologists, etc.) in the education of a child with problems, involvement of parents in the educational process.

Working with children with special educational needs is aimed at using specific methods to eliminate these common shortcomings. To do this, some changes are made to the standard general education subjects of the school curriculum. For example, the introduction of propaedeutic courses, that is, introductory, concise, facilitating the understanding of the child. This method helps to restore the missing segments of knowledge about the environment. Additional items can be introduced to help improve general and fine motor skills: physiotherapy exercises, creative circles, modeling. In addition, all kinds of trainings can be conducted to help children with SEN become aware of 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 SEN

Work with children with special educational needs, in addition to solving common problems, should also include solving issues that arise due to their specific disabilities. This is an important aspect of educational work. Specific deficiencies include those due to 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 curriculum, specialists include specific subjects that are not included in the regular school system. So, children with vision problems are additionally taught orientation in space, and in the presence of hearing impairment they help to develop residual hearing. The program for their education also includes lessons on the formation of oral speech.

The need for individual education of a child with SEN

For children with SEN, two forms of organization of education can be used: collective and individual. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions are created for such children. When communicating with peers, a child with developmental problems begins to develop actively 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:

1) It is characterized by the presence of multiple developmental disorders. For example, in the case of a severe form of mental retardation or when teaching children with simultaneous hearing and visual impairments.

2) When a child has specific developmental abnormalities.

3) Age features. Individual training at an early age gives a good result.

4) When teaching a child at home.

However, in fact, individual education for children with SEN is highly undesirable, 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, communication skills are revealed in most children. The result is the formation of full-fledged members of society.

1. Appakova E.G. Axiological approach to the educational needs of the individual // Historical, philosophical, political and legal sciences, cultural studies and art history. Questions of theory and practice. - 2015. - No. 5-1 (55). - S. 17-19.

2. Teitelman N.B. Educational needs of students of non-state universities: dissertation…. cand. sociological Sciences: 22.00.06 / Nikolai Borisovich Teitelman. - Yekaterinburg, 2004. - P. 42.

3. Chadaev A.Yu. Marketing of educational services of a higher educational institution based on the information model / A.Yu. Chadaev, L.A. Vasin. - M.: Finance and credit, 2013. - 159 p.

A person has many needs, which are usually understood as a perceived lack of something necessary for the maintenance and development of life. In various classifications, material and spiritual, physiological and social needs are distinguished, etc. In the economy, which is commonly called the knowledge economy, educational needs are of particular importance, since through their satisfaction in the knowledge economy, its main resource, human capital, is increased. In this paper, an attempt is made to consider the essence of the concept of "educational needs" and the features of their formation in modern conditions.

At its core, the content of the concept of "educational needs" means the answer to the questions why a person needs education and what kind of education he needs. In general, educational needs are understood as the need for a person to acquire the competence necessary for him to solve vital problems, both personal and professional. The heterogeneity of society in terms of age, health, place of residence, professional orientation, etc. gives rise to many different educational needs. During the life of the same person there is a change in educational needs depending on the situation in which he finds himself. This necessitates the provision of a whole range of different benefits to meet the needs of this type.

It is important to understand that it is the person who is the bearer of the educational need, despite the fact that he, the employer, and the state can pay for his education. Such a premise corresponds to market postulates (the consumer is a household, in this case it is an individual who acquires and builds competencies), as well as the provisions of the theory of human capital, according to which (human capital cannot be separated from its carrier, who manages it).

At the same time, several levels of formation of educational needs can be distinguished:

At the level of an individual, which is associated with a change in the structure of the personality, the formation of its interests, value orientations and motives for life, back with the development of educational needs, labor activity receives an incentive, through the acquisition of knowledge and skills, adaptation to the external environment is carried out;

At the group level, due to the influence of intra-family attitudes, preferences of reference groups, professional and qualification requirements that ensure the retention of employment and (or) career growth, the development of educational needs transforms a person’s lifestyle back from the development of educational needs, which can lead to a change in the place of work, social status and etc.;

At the level of the whole society, which is mediated, on the one hand, by the transmission of the cultural heritage and socio-economic experience of previous generations, on the other hand, by a change in the nature of social labor and the institution of the profession, and, as a result, the emergence of new values.

Thus, this or that educational need in the knowledge economy is determined by the state of the economy, socio-cultural relations, including the social structure of society, as well as the life circumstances of a particular person with his spiritual and material needs. The very need for education can be expressed in the active-activity attitude of a person to the field of knowledge, determined by socio-cultural factors, as well as in the characteristics of his development, professional and personal self-determination and self-realization.

The diversity and variability of educational needs during a person's life in a knowledge economy is associated not only and not so much with the variety of problems being solved, but with the obsolescence of knowledge and the need for constant updating of competencies for successful life in a changing world. Moreover, this need is also manifested at three levels: a person-worker, an enterprise, and a state.

Among the functions of educational need, it is worth highlighting:

Forms educational interests and goals;

Acts as the cause (motive) of educational activity, the basis of the motivational mechanism for its regulation;

Orients in the choice of a way to solve life's problems.

From the point of view of the final target orientation, educational needs can be divided into the following subtypes:

material growth,

status promotion,

professional excellence,

moral self-affirmation,

social adaptation,

Spiritual self-realization.

It is important that each of these subspecies can become an incentive to master a particular educational program.

These subtypes of educational needs can also be divided into:

Basic (primary), in which education is seen as a way to solve the problem of survival, a guarantee of income and protection from dismissal in the future;

Secondary, including the desire for professional and financial success, opportunities for self-expression, the desire to belong to a particular social or professional group.

It is not difficult to see that these needs can be satisfied by means other than education. Therefore, they can be classified as educational with a certain degree of conditionality only if their implementation is mediated by education and the acquisition of relevant competencies. It is important that in the knowledge economy, the priority of meeting educational needs, on the one hand, reorients resources in the appropriate direction, and on the other hand, creates the prerequisites for their formation and development among the population as the basis for competitiveness.

Bibliographic link

Vasilenko N.V. EDUCATIONAL NEEDS AND THEIR FORMATION IN THE ECONOMY OF KNOWLEDGE // International Journal of Experimental Education. - 2016. - No. 3-1. - P. 33-34;
URL: http://expeducation.ru/ru/article/view?id=9617 (date of access: 11/25/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Special educational needs of students with ASD

The development of connections of an autistic child with a loved one and society as a whole is disrupted and is carried out not in the normal way, 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 auto-stimulation, a means of limiting, rather than developing interaction with the environment and other people .

Distortion of development is characteristically manifested in a change in the ratio of a child who is simple and difficult to learn. He may have fragmentary ideas about the environment, not distinguish and comprehend the simplest connections in what is happening in everyday life, which is not specifically taught to an ordinary child. May not accumulate elementary 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, new circumstances, therefore, the abilities that such children have and even the skills and accumulated knowledge already developed are poorly implemented in life.

The transfer of social experience to such children, their introduction into culture is a particular difficulty.Establishing emotional contact and involving the child in developing practical interaction, in joint understanding of what is happening is 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 common to 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 the situation of learning in the classroom. Class attendance should be regular, but adjusted according to the child's ability to cope with anxiety, fatigue, satiety and overexcitation. As the child gets used to the situation of learning in the classroom, it should approach his full inclusion in the process of primary schooling;
the choice of lessons that the child begins to attend should begin with those where he feels most successful and interested and gradually, if possible, include all the others;
the majority of children with ASD are significantly delayed in the development of self-care and life support skills: it is necessary to be prepared for possible domestic helplessness and slowness of the child, problems with going to the toilet, dining, with selectivity in food, difficulties with changing clothes, with the fact that he does not know how to ask a question, complain, ask for help. Entering school usually motivates the child to overcome these difficulties, and his attempts should be supported by special remedial work to develop social and everyday skills;
special support is needed for children (individually and when working in the classroom) in developing the possibilities of verbal and non-verbal communication: ask for information and help, express their attitude, assessment, agreement or refusal, share their impressions;
there may be a need for temporary and individually dosed support by both the tutor and the assistant (assistant) to organize the entire stay of the child at school and his learning behavior in the classroom; support should be gradually reduced and removed as the child gets used to it, masters the order of school life, rules of conduct at school and in the classroom, skills of social adaptation and communication;
at the beginning of training, if necessary , along with attending the class, the child should be provided with additional individual lessons with a teacher to develop forms of adequate educational behavior, the ability to enter into communication and interaction with the teacher, to adequately perceive praise and comments;
periodic individual pedagogical sessions (cycles of classes) are necessary for a child with ASD, even with adequate educational behavior, to control the development of new educational material in the classroom (which can be difficult for him during the period of getting used to school) and, if necessary, to provide individual corrective assistance in the development of the Program;
it is necessary to create a particularly clear and orderly temporal-spatial structure of the lessons and the entire stay of the child in 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 a mandatory period of transition from individual verbal and non-verbal instructions to frontal; 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 classmates;
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 assimilation of 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, social and everyday skills;
special corrective work is needed to comprehend, streamline and differentiate the child's individual life experience, which is extremely incomplete and fragmented; assisting him in working out impressions, memories, ideas about the future, developing the ability to plan, choose, compare;
a child with ASD needs special assistance in ordering and comprehending acquired knowledge and skills, which does not allow their mechanical formal accumulation and use for autostimulation;
a child with ASD needs, at least initially, a special organization at recess , in involving him in the usual activities, allowing him to relax and, if possible, engage in interaction with other children;
in order to receive 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 the teacher’s voice in relation to any student in the class), orderliness and predictability of what is happening;
a special setting of the teacher is necessary for the development of emotional contact with the child, maintaining in him the confidence that he is accepted, sympathized with him, that he is successful in the classroom;
the teacher should try to convey this attitude to fellow students of a child with ASD, not emphasizing his specialness, but, showing his strengths and arousing sympathy for him with his attitude, 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 that occur with other people, their relationships;
for the social development of the child, it is necessary to use his existing electoral abilities;
the process of his education in primary school should be supported by psychological support that optimizes the interaction of the child with teachers and classmates, families and schools;
a child with ASD already in the period of primary education needs an individually dosed and gradual expansion of the educational space beyond the educational institution.

This article discusses the relationship between the development of an innovative model of education and the educational needs of society. Based on the analysis and generalization of the data contained in the studies, the author, along with the concept of "need", reveals the content of the concept "educational need" from the point of view of sociology. A list of urgent educational needs has been formulated that characterize the innovative model of education, in particular, distance education. The conditions for the formation of educational needs in a qualitatively new educational environment are determined. On the basis of establishing the relationship between the development of an innovative educational environment and educational needs, two groups of the latter are distinguished: strategic and tactical. It is concluded that, firstly, the social aspect of managing the modern model of education must be revealed through the development of educational needs in it; secondly, for a traditional society, the educational need acts as a factor in including a person in the sociocultural environment, forming his sociality, and for an information society, it is a means of individualizing a person, a factor in the formation of his freedom.

need

educational need

educational environment

innovative model of education

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2. Bell D. Social framework of the information society // New technocratic wave in the West. - M.: Progress, 1986. - S. 330 - 342.

3. Dizard W. The onset of the information age // New technocratic wave in the West. - M.: Progress, 1986. - S. 343 - 354.

4. Durkheim E. Sociology of education / E. Durkheim. – M.: Kanon, 1996. – 217 p.

5. Zborovsky G.E. General sociology / G.E. Zborowski. - M., 2004. - 503 p.

6. Zdravomyslov A.G. Needs. Interests. Values / A.G. Zdravomyslov. - M.: Politizdat, 1986. - 24 p.

7. Smelzer N. Sociology / N. Smelzer. - M.: Phoenix, 1994. - 688 p.

8. Teitelman N.B. Educational needs of students of non-state universities: dissertation…. cand. sociological Sciences: 22.00.06 / Nikolai Borisovich Teitelman. - Yekaterinburg, 2004. - P. 42.

9. Scheler M. Forms of knowledge and society // Sociological journal. - 1996. - No. 1. - P. 138.

10. Merton R. Social Theory and Social Structure / R. Merton. - N.Y., 1957. - P. 456.

The mechanisms of the developing market economy in the information society of Russia in the last 5-10 years have contributed to the rapid growth of the need to get education at a qualitatively new and convenient level for the consumer.

The need for education is one of the basic concepts that interprets the features of the functioning of the educational sphere. It is used as an important component of interdisciplinary research in the field of sociology, psychology, pedagogy, marketing, economics, etc. The essential side of the concept can be revealed in the context of the analysis of its generic category "need", which is quite well-established in science.

Purpose of the study: substantiate that the functioning and development of an innovative educational environment is based on an educational need that affects the formation of educational interests, value orientations, motives, goals, thus determining the features of a new modern demanded model of education.

Research methods: theoretical analysis and generalization of literary sources and documents, including textual, graphic, audio, video and other materials in the global computer network Internet, comparison of conclusions obtained as a result of comprehension of special literature on the research problem.

Speaking about the content of the concept "need", it can be considered as a certain need of the subject in a certain set of internal and external conditions of his being, arising from his essential properties. In this capacity, the need acts as a cause of activity. A need is a person's motivation for activity, it expresses the dependence of activity on the outside world.

Within the framework of sociological science, the social needs of people are studied: the need for communication, self-preservation, self-affirmation, self-development, self-expression. Psychological sciences consider needs as a source of activity, the root cause of the behavior of an individual or a social group. Sociological and psychological approaches to the problem of needs are aimed at studying its various aspects and exist in close relationship with each other. All these approaches are characterized by the consideration of need as a state of need in some subject necessary for the subject. That is why the need acts as a cause and source of activity.

Needs can be differentiated into their subtypes. Allocate primary and secondary, material and spiritual needs. Among them, of course, there are also educational needs or educational needs. They are based on the need for knowledge, which is the object of not only educational, but also a whole complex of spiritual needs. Thus, R. Merton believed that the concept of "knowledge" should be interpreted in a sociological context extremely broadly, as including "practically the entire gamut of cultural products" .

In this regard, educational needs can be divided into the need for scientific knowledge and knowledge of the ordinary, everyday. These needs are met in a variety of ways. If the former are implemented within the framework of formal education (in the institutions of its system), then the latter - in the context of non-formal education, in the course of interpersonal interaction of a person with his immediate environment, in the process of socialization under the influence of a complex of social factors: family, education, culture, state, religion and others

In the works of the founder of sociological knowledge, M. Scheler, knowledge of the “higher kind” can be classified: as knowledge for the sake of domination, or active knowledge of the positive sciences; knowledge for the sake of education, or educational knowledge of philosophy; knowledge for the sake of salvation, or religious knowledge. The types of knowledge identified by him differ among themselves in forms, motivation, cognitive acts, goals of cognition, exemplary types of personalities, forms of historical movement. According to the content characteristics of knowledge, one can accordingly distinguish groups of knowledge needs (Fig. 1).

In addition, a necessary element of the educational need is the need of the individual to organize the educational space, which includes conditions of an objective nature - place, time, choice and use of specific educational institutions, and conditions of a subjective nature based on non-formal education, primarily self-education. If the external educational space is regulated by the formal rules of the educational institution and the law, then the internal one is regulated by motivational, dispositional mechanisms, as well as the mechanism of memory.

The basis of the functioning of the motivational mechanism for the regulation of educational activities is the educational need. It affects the formation of educational interests, value orientations, motives, goals. The educational need also determines the functioning of the dispositional mechanism, forming dispositions, installations of educational activity. The mechanism of memory is also determined by the educational needs of the individual, since the level of their formation and the nature of their implementation determine the structure of knowledge stored in a person’s memory, the breadth, variety of information, its functionality, social relevance, etc.

A person, realizing educational needs, expects the achievement of certain results, which makes it possible to classify the educational interests of a person through a vision of the result of his own educational activity. So, the researcher N.B. Teitelman's basic educational interests include:

Material (increase in material well-being as a result of educational activities);

status (change in status, vertical social mobility due to an increase in the level of education);

Professional and labor (increasing professional competence, improving labor skills in the process of implementing educational activities);

Moral (obtaining moral satisfaction from a higher level of education);

Adaptive (inclusion in new spheres of social reality, development of new types of activities as a result of education);

Spiritual (self-realization in the spiritual sphere, a higher degree of involvement in spiritual life, involvement in culture in accordance with the level, nature and quality of education).

This analysis, from his point of view, makes it possible to identify the following educational needs: material growth, status promotion, professional excellence, moral self-affirmation, social adaptation and spiritual self-realization.

It should be noted that the above analysis of educational needs is of a strategic nature, indicating a certain constancy of the result of educational activities. At the same time, a number of classical sociologists pointed to the ongoing changes in educational needs, highlighting the development of information technology as the reason.

The works of E. Durkheim say that you need to realize yourself, try to notice and highlight tomorrow's person. Moreover, it is precisely for educational purposes, in his opinion, that the totality of real social needs is contained, which ensures the unity of educational systems. His reasoning contains a link between the need and the process of development of the educational system, which makes it possible to indicate the transition to a new educational model demanded by society - the distance model. According to E. Durkheim, the transformation of society requires corresponding transformations in education. However, it is possible to reform successfully only by understanding the goals of reforming.

The images of modern education are made up of new features of a developing society. So the American sociologist D. Bell argues that the transition from a post-industrial society to a society providing a wide variety of services is based on new technological innovations and new intellectual technologies.

For his part, T. Smelser notes that in a post-industrial society, information resources become the main economic value and the largest potential source of wealth. He states that these resources, together with the means, methods and conditions that allow them to be activated and used effectively, are the potential of society.

At the same time, W. Dizard says that a certain general model of changes associated with information technology is emerging. This is manifested in a three-stage progressive movement: the formation of the main economic sectors for the production and dissemination of information, the expansion of the range of information services for other industries and government bodies, the creation of a wide network of information media at the consumer level.

In view of the foregoing, it can be stated that even in the works of the classics of sociology, forthcoming changes in society associated with a change in the role of information were noted. New needs should directly affect the education sector, stimulating the formation and development of an innovative educational model.

Thus, if the need for education (general model) can be set by the goals and strategy for obtaining it, which was indicated above, then educational needs in the conditions of a new innovative model can be designated as tactical needs that ensure the procedural nature of the decision to choose a model. A possible contender for the “title” of an innovative educational model is currently the distance learning model (DME), the characteristic features of which are:

The need for training without interruption from the main job, moving to another place;

The need for training according to an individual program, compiled taking into account the wishes of the student himself;

The need for unlimited learning time frames;

The need for unlimited choice of academic disciplines;

The need for financial accessibility of education;

The need to communicate with the teacher if necessary, and not only with information sources for obtaining information;

The need for the quality of educational services provided, regardless of the location of the student;

The need for specially designed teaching aids for self-study;

The need to monitor learning outcomes regardless of the location of the student;

The need for constant modernization and modification of educational material in accordance with the level of development of scientific and technical progress.

Thus, educational needs in the distance educational model arise: firstly, if educational needs are updated and there is no way to satisfy them within the framework of the traditional education system; secondly, if there are obstacles to traditional learning that can be eliminated in DME (distance, openness, flexibility, relatively low cost); thirdly, if there are claims to the conditions of traditional education, which can be implemented in the distance model, which makes it possible to practically use both innovative forms and teaching aids. Nevertheless, despite all the obvious advantages of the distance education model in relation to the traditional one, it still has methodological and technical problems, which currently does not allow equating distance and innovative educational models. The reasons for this are as follows: firstly, the level of required knowledge for the use of information and communication technologies in education is higher than the real skills and abilities of students; secondly, the Russian education system (preschool and school) did not offer an alternative to classes with a teacher, as a result - getting used to the classical and the difficulty of adapting to modern teaching methods, designed mostly for self-mastery of educational material.

In conclusion, we note, firstly, the social aspect of managing the modern model of education must be revealed through the development of educational needs in it. The management of an innovative educational environment should be defined as a two-level process, in which the first level is leadership, that is, the formulation of a strategy for the development of an educational model, and the second level is regulation in accordance with the chosen strategy; secondly, the nature of educational needs in specific historical conditions depends on a complex of sociocultural factors and, ultimately, is determined by the place and value of a person in society. If for a traditional society the educational need acts as a factor in the inclusion of a person in the socio-cultural environment, forming his sociality, then for the information society it is a means of individualizing a person, a factor in the formation of his freedom. In technogenic societies, the educational need is a condition for the training of professional personnel and "participates" in the production of man as an "appendage" of scientific and technological progress. In the modern information society, the educational need is a condition for self-realization and self-development of a person. It is to build such a society that we should strive.

Reviewers:

Naletova I.V., Doctor of Philological Sciences, Professor of the Department of Theoretical and Applied Sociology, Tambov State University. G.R. Derzhavin, Tambov;

Volkova O.A., Doctor of Social Sciences, Professor, Head. Department of Social Work, NRU "Belgorod State University", Belgorod.

Bibliographic link

Prokopenko Yu.A. EDUCATIONAL NEED - THE BASIS FOR THE FUNCTIONING OF THE EDUCATIONAL ENVIRONMENT // Modern problems of science and education. - 2014. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=16196 (date of access: 11/25/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

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

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

The essence of the concept of children with SEN

Special educational needs is a concept that should gradually replace such terms as "abnormal development", "developmental disorders", "deviations in development" from mass use. It does not determine the normality of the child, but focuses on the fact that he is not very different from the rest 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 that which ordinary people lead. In particular, the education of such children should be carried out with the help of specific means.

Term borrowing

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

The contingent of children with SEN, modern science divides into three groups:

with characteristic disabilities for health reasons;
faced with learning difficulties;
living in adverse 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 needs detours in order to achieve those tasks of cultural development that, under normal conditions, are performed in standard ways that are rooted in modern culture.

Categories of children with special mental and physical development

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

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

PLO common to different categories of children

Specialists distinguish PEP, which are common to children, despite the difference in their problems. These include needs such as:

The education of children with special educational needs should begin as soon as disturbances in normal development have been identified. This will allow you not to waste time and achieve maximum results.
The use of specific means for the implementation of training.
Special sections that are not present in the standard school curriculum should be introduced into the curriculum.
Differentiation and individualization of education.
Opportunity to maximize the educational process outside the institution.
Extension of the learning process after graduation. Enabling young people to go to university.
Participation of qualified specialists (doctors, psychologists, etc.) in the education of a child with problems, involvement of parents in the educational process.

General shortcomings that are observed in the development of children with SEN

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

Lack of knowledge about the environment, narrow outlook.
Problems with gross and fine motor skills.
Retardation in the development of speech.
Difficulty in arbitrarily adjusting behavior.
Lack of communication skills.
Problems with
Pessimism.
Inability to behave in society and control their own behavior.
Low or too high self-esteem.
Uncertainty in their abilities.
Complete or partial dependence on others.

Actions aimed at overcoming common shortcomings of children with SEN

Specific deficiencies characteristic of the development of children with SEN

Tasks of teaching children with SEN

The organization of the educational system in such a way as to maximize the desire of children to explore the world, to form their practical knowledge and skills, to broaden their horizons.
children with special educational needs in order to identify and develop the abilities and inclinations of students.
Stimulation to independent actions and making their own decisions.
Formation and activation of students' cognitive activity.
Laying the foundations of the scientific worldview.
Ensuring the comprehensive development of a self-sufficient personality that could adapt to the existing society.

Learning Functions

Individual education of children with special educational needs is designed to perform the following functions:

Developing. This function assumes that the learning process is aimed at developing a full-fledged personality, which is facilitated by the acquisition of relevant knowledge, skills and abilities by children.
Educational. An equally important function. The education of children with special educational needs contributes to the formation of their basic knowledge, which will be 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 greatly simplify their lives.
Educational. The function is aimed at the formation of a comprehensive and harmonious development of the individual. For this purpose, students are taught literature, art, history, physical culture.
Correctional. This function involves the impact on children through special methods and techniques that stimulate cognitive abilities.

The structure of the correctional pedagogical process

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

Diagnostic and monitoring. The work on diagnostics is one of the most important in teaching children with SEN. She plays a leading role in the correctional process. It is an indicator of the effectiveness of all activities for the development of children with SEN. 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 in the process of studying in a special school according to a special program, and an assessment of the effectiveness of the educational plan.
Physical culture and health. Since most children with SEN have physical disabilities, this component of the development process of students is extremely important. It includes physiotherapy exercises for children, which helps them learn to control their body in space, work out the clarity of movements, and bring some actions to automatism.

Educational. This component contributes to the formation of comprehensively developed personalities. As a result, children with SEN, who until recently could not normally exist 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.
Correction-developing. This component is aimed at the development of a full-fledged personality. It is based on the organized activities of children with SEN, aimed at obtaining the knowledge necessary for a full life, assimilation of 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 with their peers who do not have developmental disabilities.
Socio-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 SEN

For children with OOP, two collective and individual can be used. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions are created for such children. When communicating with peers, a child with developmental problems begins to develop actively 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 a severe form of mental retardation or when teaching children with simultaneous hearing and visual impairments.
When a child has specific developmental abnormalities.
Age features. Individual training at an early age gives a good result.
When teaching a child at home.

However, in fact, it is extremely undesirable for children with POP, 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, communication skills are revealed in most children. The result is the formation of full-fledged members of society.

Thus, the appearance of the term "special educational needs" speaks of the maturation of our society. Since this concept translates a child with disabilities and developmental anomalies into the category of normal, full-fledged personalities. Teaching children with SEN is aimed at expanding their horizons and forming their own opinions, teaching 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 are different from those offered to all children in mainstream schools. The wider the opportunities to satisfy them, the higher the chance of the child to receive the maximum level of development and the support he needs at a difficult stage of growing up.

The quality of the education system for children with SEN 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. And often this problem can be solved, albeit not completely.

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