Виховна робота з обдарованою учнівською молоддю з особливими освітніми потребами в закладах загальної середньої освіти США

Abstract

У статті схарактеризовано напрями та форми виховної роботи з обдарованою учнівською молоддю з особливими освітніми потребами в закладах загальної середньої освіти США. Подано характеристики обдарованих дітей та молоді з обмеженими можливостями, на позначення яких в англомовній літературі використовується термін «двічі виняткові учні». Окреслено вимоги до навчального середовища, сприятливого для розкриття потенціалу двічі виняткових учнів.

The article describes directions and forms of upbringing of gifted students with special educational needs in general secondary education institutions in the United States. Characteristics of gifted children and youth with disabilities are given. The requirements for learning environment, which supports socio-emotional needs of twice exceptional students and helps develop their abilities, are outlined, in particular: calm atmosphere and predictability, recognition of individual characteristics and respect for twice exceptional students; encouraging 2e students to develop their potential through specially organized activities, taking into account their strengths and weaknesses, creating flexible learning groups, etc.; assessing achievements within students’ individual progress and modeling compensation strategies to meet their socio-emotional needs; prohibition of labeling. It is proved that effectiveness of upbringing of gifted students with special educational needs depends on active involvement of all stakeholders in this process, namely: general education teachers, special education teachers, gifted education teachers, psychologists, school councilors, school administration, parents and others. The importance of establishing cooperation with families in organizing upbringing of twice exceptional students is emphasized. Parents can become a valuable source of information about the child’s strengths, preferences, creativity, motivation, attention, etc. that allows teachers to determine the educational trajectory that best fits the characteristics of a twice exceptional child. Forms of school-family collaboration in upbringing of a gifted child with special educational needs include face-to-face consultations, telephone conversations, and online meetings. The frequency of communication with parents varies depending on the problems of the particular child and can be weekly, bi-weekly, monthly, etc. Based on the study of directions and forms of upbringing of gifted student youth with special educational needs in general secondary education institutions in the USA, we have identified progressive conceptual ideas of American experience that can be used in practice of domestic schooling, in particular: organization of upbringing of twice exceptional students on the basis of identification procedures that address strengths and weaknesses of a gifted child with special needs and fully reveal their potential; creation of the safe favourable learning environment for twice exceptional students; establishing cooperation between all stakeholders of the process of upbringing of twice exceptional students; creation of problemsolving groups for facilitating development of abilities of gifted students with special educational needs, etc.