SOCIAL AND PSYCHOLOGICAL RESOURCES OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (DIAGNOSTIC CONTEXT IN BULGARIA AND RUSSIA)
Abstract
Background. The paper describes ways of diagnosing social and psychological resources of children with special needs. The authors propose to study the diagnostic capabilities of socialization of children with special needs as a unique integrative tool in the work of specialists getting in touch with children with special needs (inclusive education, special education). Two aspects of diagnostics of socialization of preschool children with special needs in Bulgaria and Russia who are provided with inclusive education according to official procedures are considered.
The research hypothesis is the assumption of inclusion of multiple characteristics of socialization of preschool children, which can serve as resources for successful social adaptation of children with special needs.
The purpose of the study is to structure the review based on the grouping of parameters related to the characteristics of adaptive socialization resources in the context of meeting special needs.
Methodology. The study was carried out in accordance with the theoretical and methodological principles of psychology and pedagogy and the special methodology of psychological science (the principle of personal approach), the following methods were used (analysis; synthesis; abstraction and specification; comparison and generalization; method of induction and deduction, method of analogies; modeling).
The results are based on introductory studies of official recommendations for research on socialization of children with special needs in earlier studies conducted in both countries. It is shown that most of the target socialization scales are the same and are reflected in the predictive research procedure. In addition, it has been proven that in Bulgaria the scales are more substantive about the child's conditions and developmental situation, while in Russia they refer to the child's personal and socio-psychological indicators. In Bulgaria, there is no tendency to emphasize the functions of socialization areas, while in Russia, a number of diagnostic tests emphasize the socialization areas of the preschool child with special needs.
Practical implications. This Russian peculiarity allows us to refer to the method of prediction level measurement as an integral and unique tool which includes socialization parameters through refraction of personal characteristics of a child with special needs in various spheres of his/her relations (parents, adults, peers) and ways of organization of activity (organized and free), i.e. conditions of social development. In conclusion, in both countries it is necessary to redirect diagnostic methods to more integrative methods of work. In Bulgaria, more attention needs to be paid to comprehensiveness, and in Russia, the specificity of developmental disorders must be monitored.
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Wechsler D. Wechsler Intelligence Scale for Children. New York: The Psychological Corporation, 1949. 114 p.
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