Організаційні аспекти управління індивідуальним навчанням розумово відсталих дітей
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Дата
2014
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Анотація
У статті розглянуто проблему організації індивідуального навчання дітей із психофізичними порушеннями. Автором вивчено стан розробленості проблеми індивідуального навчання дітей у педагогічній практиці. Визначено значення контролю якості індивідуального навчання учнів спеціальної школи. Систематизовано результати моніторингу спеціалістами відділів освіти та адміністрацією шкіл стану організації індивідуального навчання учнів з особливими освітніми потребами в різних областях України. На основі отриманих результатів порівняльного аналізу теоретичного та практичного матеріалу автор розроблено й наведено методичні вказівки щодо організації та моніторингу індивідуального навчання розумово відсталих учнів на рівні регіону та на рівні навчального закладу.
This paper deals with the problem of individual children with learning disabilities. The problem of individual children with mental and physical disorders are one of the most pressing in the theory and practice of special pedagogy. This is especially the growing number of children attending school and educational services are obtained through individual learning. The author investigates the individual study of the problem of children in educational practice, defines the quality control of individual student learning at special school. The study of the content and results of examinations by the specialists state departments of education of the individual forms of teaching in secondary schools, which are carried out in recent years in a number of cities in Ukraine (Vinnitsa, Kremenchug, Lviv, Kharkiv and others) are shown. Difference was found in the content of individual control over the organization of training of mentally retarded students in different regions of Ukraine, revealed common problems. The features of monitoring of individual teaching mentally retarded students on the basis of a separate special school are described. The results of monitoring specialists departments of education and school administration status of individual students with special educational needs in different regions of Ukraine are systematized. Based on the results of the comparative analysis of theoretical and practical material the author develops and gives the guidelines for the organization and monitoring of individual teaching mentally retarded students at different levels of government: at the regional level and at the institutional level. The timing of work, responsibility and content of work is determined. It is noted that the enclosed recommendations on the organization and monitoring of individual forms in secondary schools will be useful to the practitioners and administration of educational institutions engaged in the provision of educational services for individual learning. The author believes that the introduction of the developed guidance for the organization and monitoring of individual training of mentally retarded students will allow for coordination of the department of education of the district administrations for options of individual learning.
This paper deals with the problem of individual children with learning disabilities. The problem of individual children with mental and physical disorders are one of the most pressing in the theory and practice of special pedagogy. This is especially the growing number of children attending school and educational services are obtained through individual learning. The author investigates the individual study of the problem of children in educational practice, defines the quality control of individual student learning at special school. The study of the content and results of examinations by the specialists state departments of education of the individual forms of teaching in secondary schools, which are carried out in recent years in a number of cities in Ukraine (Vinnitsa, Kremenchug, Lviv, Kharkiv and others) are shown. Difference was found in the content of individual control over the organization of training of mentally retarded students in different regions of Ukraine, revealed common problems. The features of monitoring of individual teaching mentally retarded students on the basis of a separate special school are described. The results of monitoring specialists departments of education and school administration status of individual students with special educational needs in different regions of Ukraine are systematized. Based on the results of the comparative analysis of theoretical and practical material the author develops and gives the guidelines for the organization and monitoring of individual teaching mentally retarded students at different levels of government: at the regional level and at the institutional level. The timing of work, responsibility and content of work is determined. It is noted that the enclosed recommendations on the organization and monitoring of individual forms in secondary schools will be useful to the practitioners and administration of educational institutions engaged in the provision of educational services for individual learning. The author believes that the introduction of the developed guidance for the organization and monitoring of individual training of mentally retarded students will allow for coordination of the department of education of the district administrations for options of individual learning.
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Ключові слова
методичні вказівки, моніторинг, розумово відсталі учні, індивідуальне навчання, methodological guidelines, monitoring, mentally retarded students, individual learning
Бібліографічний опис
Коваленко, Л. І. Організаційні аспекти управління індивідуальним навчанням розумово відсталих дітей [Текст] / Л. І. Коваленко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [ред. кол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 6 (40). – С. 265–272.