Please use this identifier to cite or link to this item: http://repository.sspu.edu.ua/handle/123456789/2708
Title: Теоретические основы работы психолога в школе в условиях инклюзивного и специального образования
Other Titles: Theoretical Foundations of the School Psychologist in Terms of Inclusive and Special Education
Authors: Бистрова, Ю. О.
Bystrova, Yu. O.
Keywords: школьная психологическая служба
сопровождение
диагностика
психопрофилактика
коррекция
инклюзия
school psychological service
maintenance
diagnostics
psychoprophylaxis
correction
inclusion
Issue Date: 2014
Citation: Бистрова, Ю. А. Теоретические основы работы психолога в школе в условиях инклюзивного и специального образования [Текст] / Ю. А. Бистрова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 4 (38). – С. 421–429.
Abstract: В статье изложены основные направления работы школьной психологической службы по сопровождению, поддержке и обеспечению успешной социализации детей с психофизическими нарушениями в условиях специального или инклюзивного обучения. Рассмотрено диагностическое направление работы, коррекционная и психопрофилактическая направленность деятельности психолога. Представлены задачи диагностического минимума. Освещены общие принципы построения диагностического обследования. Определены направления психопрофилактической работы в специальном учреждении и в общеобразовательной школе в условиях инклюзивного обучения.
Diagnostic and remedial work in secondary and special schools is extremely important, as the main task of the psychologist with the official introduction of inclusive education is the problem of identifying children with various mental and physical disorders and determining their educational path. The article outlines the main directions of school psychological services for maintenance, support and successful socialization of children with mental and physical impairments in conditions of special or inclusive education. The diagnostic line of work, correctional psychoprophylactic focus of the psychologist are considered in the article. The study of this problem is allocated to School Psychological Service, and the subject - the forms of a school psychologist in terms of inclusive or special education. The competence of the activities and responsibilities of a school psychologist is to identify the features of the child’s mental development, psychological formation of certain neoplasms, developmentally appropriate skills, experience, knowledge, personal and interpersonal formations age landmarks, the demands of society and others. There is a fundamental position that a school psychological service should be diagnostic and corrective, diagnostic and educational (or developing) direction as in its essence a single line of work. A school psychologist does not only diagnose and develop a program for further development of these or other aspects of the personality, ability of the learner, but also monitors the implementation of these recommendations and largely carries himself a part of corrective training (developing) work. The diagnostic direction of the school psychologist is one of the most difficult, it requires a special psychological training psychologist practice. In diagnostics a school psychologist should have an ability to identify a psychological problem, ask a question correctly, get the right information from the teachers, parents, students, and analyze this information and formulate a conclusion, having not just a practical orientation, but also focus on the analysis of a specific individual case. The diagnostic procedures, correctional activities of the school psychologist are complex, responsible and very poorly designed. First, such a procedure has been offered by L. Vygotsky as a scheme pedological research applied to behavioral problems and abnormal child. The diagnostic procedures, correctional activities of the school psychologist include diagnostic minimum. The author highlights the general principles of diagnostic testing. The directions psychoprophylactic work in an institution and in a secondary school in terms of inclusive education are given.
URI: http://repository.sspu.sumy.ua/handle/123456789/2708
Appears in Collections:Педагогічні науки: теорія, історія, інноваційні технології

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