Modern problems of science and education. Educational needs and requests of students and their parents Specifics of their educational needs and interests
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. This 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 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 the conditions of the 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 subspecies:
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"
SOCIAL, CULTURAL AND EDUCATIONAL DEVELOPMENT OF PERSONALITY
O. N. Krylova
(Saint Petersburg)
Study of educational needs
STUDENTS FROM VARIOUS HETEROGENEOUS GROUPS
The article substantiates the problem of studying the educational needs of special groups of children and students, identifying the extent to which the subjects of the educational process are focused on inclusive education.
Currently, the professional standard "Teacher" has been approved in the Russian Federation, which will come into force on January 1, 2015. One of the necessary skills defined in it for a teacher and educator is: “to use and test special approaches in order to include all students in the educational process, including those with special educational needs: students who show outstanding abilities; students for whom Russian is not their native language; students with disabilities". The formation of these skills necessitates appropriate training and retraining of teachers.
Within the framework of the joint European project "Tempus-4" SPb APPO is the head of the research program, the subject of which was the educational and social needs of special groups of children and students and the presentation of special groups of children about the possibilities of meeting their educational needs.
As special groups of children and students in this study, the following were selected: children and young people-foreigners (migrants]; gifted children and young people (3 subgroups: intellectually gifted, artistically gifted and gifted in sports]); socially disadvantaged children and young people; children and young people with disabilities (disabled people).
This study was carried out in order to obtain analytical information on the number
laziness and special needs of heterogeneous groups of pupils and students. Among other things, the following were identified: attitudes towards collaborative learning, awareness of inclusive education, educational needs of students, social needs, types of possible pedagogical support, organizational and pedagogical, educational, methodological and logistical needs, expectations associated with future education, etc. .
The creative team of scientists from St. Petersburg Academy of Postgraduate Education (N. B. Bogatenkova, N. B. Zakharevich,
O. N. Krylova and others] developed diagnostic tools for a research program for a heterogeneous group of foreign students.
Inophone is a native speaker of a foreign (non-state] language and a picture of the world corresponding to their socio-linguistic culture. This concept for pedagogical and sociological research in St. Petersburg characterizes the category of students for whom Russian is not their native language, according to the following parameters: the main language of communication in the family - not Russian; in the speech of students there is a strongly pronounced accent or a special dialect.
This study was based on the following methodological principles:
Compliance with the logic of building scientific conclusions;
Determinism (lat. detegminage - define-
Table 1
Correspondence of groups of needs, criteria indicators and indicators
Needs Criteria indicator, indicator
Needs for growth Needs for self-realization (self-actualization) - in obtaining a quality education
In creative realization
In support of links with national culture
In self respect
Life values
Communication needs Needs for social status (respect) - in considering religious views
In the social status of parents
In approval, recognition
Needs for social connections (belonging to a group) - in social communication
Overcoming the language barrier
Existence needs Safety needs (physical and psychological) - psychological safety
In maintaining health
Physiological needs (food, rest, movement, basic skills of educational activity) - in the organization of rest
In everyday conditions at school (food, medical care, ...]
In pedagogical support of the student
In the material and technical providing education. process
In special learning conditions
divide], which involves the establishment of objectively existing forms of the relationship of phenomena, many of which are expressed in the form of relationships that do not have a direct causal character;
Generalizations (generalizations), which implies the separation of the individual and the particular, and thereby the description of the stable properties of phenomena and subjects.
4 questionnaires were developed - for parents, pupils, teachers and students.
All questions of the questionnaires were closed and required the choice of the preferred option from several proposed ones. In some questions, it was possible to select several answers. Each of the questions revealed one of the groups of educational needs (existence, connection, growth] and corresponded to a certain criterion indicator and indicator (Table 1).
Parents became the object of the survey, as they are the main customers of educational services for their children as representatives of their interests. Teachers became the object of the survey due to the fact that they are
are subjects of the educational process that directly interact with students and are directly interested in taking into account the educational needs of students. The main sample of pupils and students was formed from combined (inclusive] groups of educational organizations and higher educational institutions, as well as their teachers and parents.
The sample also included pupils and students who develop according to the age norm, as well as parents and teachers who have children who develop according to the age norm and who have gained experience of co-education with various groups of children, which means that they are full participants in the inclusive process.
The result of this study is an analytical description of quantitative data for each of the criteria indicators and indicators, analysis of data correlations for all methods.
This study is based on the understanding of the need (socio-pedagogical category] as “formed
table 2
Connection of groups of educational needs, their manifestations and means of satisfaction
Groups of educational needs Form of manifestation of needs Means of manifestation of needs
Existence needs Desire to acquire basic learning skills (read, write, count, reproduce information] without difficulty Accessible technical means for children with disabilities: Braille computer keyboard, vocabulary materials for foreign children, creation of the necessary UMMK for gifted children, etc. P.
The desire to prevent dangerous changes, comfort, getting help in solving (psychological, health] Compliance with SANPIN (hygienic requirements), ergonomic environment, creating conditions for getting help in solving personal problems, etc.
The need for connection The desire to occupy a certain place in the team, the desire to establish friendly relations Encouragement of the creation of informal groups, the assignment of certain roles, assignment of titles, etc.
The need for growth The desire for creativity, self-expression, achievement of results Presentation of creative work
the readiness of individuals to expand their capabilities, relationships with society in the biological, social and spiritual aspects.
Educational need is understood as “a type of social need that has a backbone value in modern society and is expressed in the production of a person as a social subject of life, accumulation through inclusion in the education system of a person’s vitality and their implementation. The need for general education is understood as a social relationship between certain subjects of the educational process.
In fact, what matters is not what the need means, but why the concept of need is necessary.
A. N. Leontiev tried to single out the criterion of the mental in the need, in the framework of our study it is necessary to single out the criteria of the educational.
The formation of an approach to a need as a need causes a contradiction in relation to aesthetic, cognitive and spiritual needs.
The first methodological basis of this study was the theory of ERG Al-
derfer. He identified three groups of needs - the needs of existence, the needs of communication, the needs of growth - which also reflect the educational needs of students.
“The needs of existence, as it were, include two groups of needs by A. Mas-low - security needs, with the exception of group security, and physiological needs.”
Communication needs are associated with social manifestations of a person: respect, assignment of social status, his involvement in various groups (family, diaspora, class).
Growth needs reflect the needs of self-actualization and development, according to A. Maslow. They reflect the human need for the development of self-esteem, self-affirmation. The connection between groups of educational needs, their manifestations and means of satisfaction is presented in detail in Table 2.
These groups of needs, as well as those of A. Maslow, are built into a certain hierarchy, but here the movement from need to need goes in both directions, and not just from lower to higher. When some needs are met, others become motivators. If it is not possible to satisfy
If the needs of a higher order are met, then the lower needs are intensified, and the attention of a person switches.
“Each living being can live only if there are a number of certain conditions necessary for this creature, that is, any living being must have these necessary conditions, and if they are not there, then the task of finding them arises.” However, it is not the conditions themselves, or their absence, that characterize the concept of need, but the emergence of life tasks, to provide oneself with these conditions. You may not know what you are missing. Thus, the need is not connected with the living being itself, but with its connections with the environment.
“And in order to understand the sphere of needs of a person, it is necessary to analyze the connection of a person with the world, because needs, as life tasks, arise in those real relationships in which a person is included.”
Considering the educational needs, we can talk about the changes that occur in the student's relationship with the educational space. If earlier the educational process was built strictly from the teacher through the educational material to the student, today these relationships have changed. The teacher has ceased to be the only carrier of educational information, the educational space has become more open. The student himself goes into it, and they, together with the teacher and other students, form this educational space. Therefore, educational needs are formed differently.
The second methodological basis of the study is to understand the essence of educational needs through changing the life tasks that the student solves, through those educational relationships in which he is included.
The third methodological basis is that the educational need characterizes the change in the relationship of the subject with the educational space, thereby expanding it.
The phenomenon of educational needs is associated with a modern understanding of the quality of education. According to Jeanette Colby and Miske Witt, the following components influence the quality of education:
Students are healthy and ready to learn;
There is a healthy, safe, secure
an educational environment providing the necessary resources;
In the educational process, the interests of the child come first;
Outcomes include knowledge, skills and attitudes and are linked to national targets for education and positive social participation.
This also confirms this approach to understanding the hierarchy of educational needs.
The fourth methodological basis - educational needs are based on modern requirements for the quality of education and should be aimed at improving its characteristics:
Students (their health, motivation to learn and, of course, the learning outcomes that students demonstrate);
Processes (in which competent teachers use active learning technologies);
Systems (good management and adequate allocation and use of resources) .
The concept of the educational needs of heterogeneous groups of learners is also related to core competencies. The report "Education: The Treasure Within" by the International Commission on Education for the 21st Century argued that lifelong learning is based on four pillars:
Learning to recognize what it means that students construct their own knowledge on a daily basis from external (information) and internal (experience, motives, values) elements;
Learning to do, which means putting into practice what has been learned;
Learning to live together, which characterizes the desire for a life free from any discrimination, when everyone has an equal opportunity with others for their own development, the development of their family and local community;
Learning to be, which highlights the skills that each person needs to fully develop their own capabilities.
The fifth methodological basis of this study is that the special educational needs of heterogeneous groups of students are associated with the key competencies of students, namely, taking into account the special educational needs of students from various heterogeneous groups, and are aimed at the “learning to be” competencies. Only in heterogeneous groups can the competencies “learn to live together” and “learn to be” be formed.
Understanding the essence of the special educational needs of students from various heterogeneous groups and creating conditions for their consideration can solve important problems of modern education, since “the need encourages activity, and the motive encourages directed activity. A motive is an impulse to activity associated with the satisfaction of the needs of the subject. Taking into account the needs can motivate students to educational activities, which will ultimately improve the quality of education.
Literature
1. Order of the Ministry of Labor and Social Protection of the Russian Federation of October 18, 2013 No. 544n “On approval of the professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)”.
2. Management of the quality of education in multi-ethnic schools: the experience of Russia and Austria / ed. ed. I. V. Mushtavinskaya. - St. Petersburg, 2013. - 125 p.
3. Asterminova O. S. Need as a socio-pedagogical category // Social pedagogy in Russia. - 2010. - No. 4.
4. Federal state educational standard: site / Publishing house "Prosveshchenie" [Electronic resource]. - URL: http://standart.edu.ru/
5. Shipovskaya L.P. Man and his needs: textbook. - M.: INFRA-M, 2011. - 432 p.
6. Ivannikov V. A. Analysis of the need-motivational sphere from the position of the theory of activity // World of Psychology. - Moscow-Voronezh. - 2003. - No. 2 (34). - 287 p.
7. Kolbi, J., Witt, M., et oth. (2000). The definition of quality in education: UNICEF Report. NY. (In Russian).
8. Piskunova E. V. Training a teacher to ensure the modern quality of education for everyone: the experience of Russia: recommendations based on the results of scientific research / ed. acad. G. A. Bordovsky. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A. I. Herzen, 2007. - 79 p.
9. UNESCO World Education Report, Education for All (UNESCO, 2000).
Subject:Educational needs of the state and society and their importance in the formation of educational programs for the levels of general education of an educational institution
Target: to consider the concept of the educational needs of society as an order from the state and society for educational services to the education system at the school level, to study ways to identify them, as well as taking into account the request for educational services in the formation of educational programs at the levels of general education.
Plan:
The concept of educational needs. Educational needs of the state, students and their parents.
Ways to identify the educational needs of the local society. Diagnostics of the demand for educational services.
Principles of formation of the educational program. Accounting for educational needs in the educational program.
The concept of a training (educational) plan. Exemplary programs in subjects.
Teaching materials:
1. The concept of educational needs. Educational needs of the state, students and their parents
In the Dictionary of Pedagogy Kodzhaspirova E.N. the need is defined:
“Need is a need objectively and subjectively experienced by a person for something, which is a source of activity, development of the individual, society as a whole. Between the objective need and its subjective reflection, contradictions are not uncommon, which significantly affect the development of the individual and her behavior. In the most general form, needs are usually divided into biological and sociological, often this division is called differently - material and spiritual needs. Needs in psychology are also considered as special psychological states - states of tension, dissatisfaction, discomfort, etc., reflecting the discrepancy between the internal and external conditions of activity. These states can be realized, or they can manifest themselves in unconscious drives, motives for activity, attitudes, and other needs. Needs are changeable, dynamic, biologically and socially conditioned. Satisfaction of needs proceeds as a result of purposeful activity. The education of needs is one of the central tasks of personality formation” 1 .
According to this classification, educational needs are related to sociological needs and mean the need of a person or a state for education in order to realize their own potential and internal and external development. The education system aims to satisfy educational needs personality, respond to the order of the economy and the social sphere, ensure the development of higher education, create conditions for the most complete realization of the capabilities of educators. The main factors influencing the direction of needs: socio-economic conditions, political situation, globalization, domestic needs.
It should be noted that a particular difficulty lies in the reflection of educational needs in the social order of the education system. Obviously, the education system in the “ideal version” should provide:
for an individual – the conditions for self-realization, both through receiving education “ordered” by the state or society, and through the formation of one’s own educational trajectory (naturally, the result of obtaining such an “individual” education should not impose any obligations on the state and society; accordingly, funding obtaining such an education is a personal matter for everyone, with the possible attraction of an educational loan);
to society - the possibility of developing training programs corresponding to a certain level of education, fixing this level and the conditions for achieving it by a particular student, but without financial obligations from the state (including the possibility of implementing such programs in existing or specially organized educational institutions);
to the state - the possibility of training specialists of certain qualifications in an amount that meets the needs of the state for the fulfillment of the duties assigned to it by society 2 .
What moments of historical development can be called decisive in the formation of educational needs?
What factors determine the direction of the content of the educational needs of the individual?
2. Ways to identify the educational needs of the local society. Diagnostics of the demand for educational services.
Identification of the educational needs of each group of consumers - the state, society, an individual - is impossible without their active participation.
Detection methods include:
Study of the socio-economic situation in the territorial entity (standard of living of the population, professional demand, demographic situation, population migration, etc.).
Questioning of participants in the educational process.
Analysis of the educational potential of students.
Assessment of educational system resources.
As a rule, the educational needs of the population are expressed in the intensity of demand for educational services that an educational institution can provide. In modern conditions, each educational institution conducts a survey of students and their parents in order to form an individual educational route for each child.
A successful method for diagnosing educational preferences is used in the municipal educational institution “Lyceum No. A.S. Pushkin, Saratov” (Director - Candidate of Pedagogical Sciences T.A.Denisova) 3 . This methodology makes it possible to develop an educational program at any level of general education, taking into account the individualization of educational routes both for classes as a whole and for individual students. The essence of the methodology is that at the first stage of the formation of the order, the educational needs of students are studied through the filling in of questionnaires by parents and an individual application for educational services. The application is made by students and their parents (legal representatives) jointly.
At the second stage, the questionnaires are processed and the authorized persons prepare proposals for inclusion in the primary school curriculum.
At the third stage, a diagram is compiled that reflects the educational achievements of the student and further prospects for the formation of his individual educational route. Such a diagram can be formed not only for an individual child, but also for the class, parallel and stage as a whole.
It is also possible to invite participants to describe and discuss their methodology for researching educational needs and demand for educational services, which was used in their educational institutions.
3. Principles of formation of the educational program.
Accounting for educational needs in the educational program
On September 1, 2011, the federal state educational standard for elementary school, which differs significantly from the previous one, will come into force on the territory of the Russian Federation.
The need to improve educational standards arises not only in Russia, but throughout the world. Already in the mid-70s of the last century, it became clear that the content of education is being updated much more slowly than technology. To teach children something new, it is necessary to develop new methods and manuals, teach teachers how to use them and how to organize the educational process. All this takes time. But life does not stand still, civilization develops, and there comes a moment when what was modern yesterday becomes obsolete today, and again something new must be introduced. Therefore, at the moment, the school is faced with the task of ensuring not only and not so much the acquisition of knowledge by children, but the ability to use the acquired knowledge to acquire new ones.
The orientation of the educational standard to the result makes the main goal of education the development of the student's personality on the basis of mastering various methods of action, the formation of his ability to navigate large amounts of information, set educational goals, evaluate the result, and, ultimately, the ability to learn 4 .
And most importantly, the standards should teach the student to use knowledge, to learn, because now there is not enough school baggage for life - you need to relearn, finish your studies, be able to acquire knowledge on your own.
In addition, the new standards coordinate the system of requirements in schools and universities, providing graduates with the opportunity to compete on an equal footing, no matter what educational institutions they study in.
The significance of the new standard for parents is that with its introduction, for the first time in the history of national education, they get the opportunity to directly influence the educational process.
The standard fixes the special powers of the participants in the educational process, which, in particular, give the parents of students the right, together with the school and the public, to determine up to 20% of the content of education in primary school in accordance with the needs of children (when moving to the main and senior levels, this figure increases).
We are talking about the legally enshrined right of parents to participate in the management of the school and the formation of the content of education.
The Constitution (Article 43) and the Family Code (Articles 63, 64) state that parents "have the priority right to raise their children." Moreover, it is also said there that, "as representatives of children, parents are obliged to protect their rights and legitimate interests."
This means that it is the parents who determine where, how and according to what curricula (of course, corresponding to the federal state educational standard) their children will study. So, for example, if there are several study guides in the subject, parents have the right to receive an explanation why the teacher chose this particular study guide.
To meet the educational needs of students, the main educational program of primary general education of an educational institution with state accreditation is being developed, taking into account the type and type of this educational institution, as well as the educational needs and requests of participants in the educational process. In accordance with the requirements of the standard, the development by an educational institution of the main educational program of primary general education is carried out independently with the involvement of self-government bodies (the council of the educational institution, the board of trustees, the governing council, etc.), ensuring the state-public nature of the management of the educational institution 5 .
Personal, family, social, state needs and opportunities of a child of primary school age, individual characteristics of his development and state of health determine the target settings, knowledge, skills, skills and competencies, ensuring the achievement of which is the goal of implementing the main educational program of primary general education.
4. The concept of a training (educational) plan. Exemplary subject programs
The most important part of the main educational program is the educational (educational) plan (hereinafter referred to as the curriculum) of an educational institution, which determines the maximum volume of the study load of students, the composition of subjects and areas of extracurricular activities, distributes the study time allotted for mastering the content of education by grade and subject 6.
During the development of the educational program in the implementation of the curriculum at the first stage of general education, the basic foundations and foundation of all subsequent education are formed, including:
the basis for the formation of the child's educational activity is laid - a system of educational and cognitive motives, the ability to accept, maintain, implement educational goals, the ability to plan, control and evaluate educational activities and their results;
universal learning activities are formed;
the cognitive motivation and interests of students develop, their readiness and ability for cooperation and joint activities of the student with the teacher and classmates, the foundations of moral behavior are formed that determine the relationship of the individual with society and people around him.
The curriculum consists of two parts - a mandatory part and a part formed by the participants in the educational process, including extracurricular activities carried out in the afternoon.
Mandatory part the basic curriculum determines the composition of compulsory subjects for implementation in all state-accredited educational institutions that implement the basic educational program of primary general education, and the study time allocated for their study by grade (year) of study.
The educational institution, at its discretion, uses the study time of this part for various activities in each subject (project activities, practical and laboratory classes, excursions, etc.).
Part of the curriculum formed by the participants in the educational process,
ensures the implementation of the individual needs of students. The time allotted for this part 7 can be used to increase the teaching hours allocated to the study of individual subjects of the compulsory part, and / or to introduce training courses that provide for the various interests of students. This part includes extracurricular activities 8 .
The organization of classes in the areas of the "Extracurricular Activities" section is an integral part of the educational process in an educational institution. The school should provide students with a wide range of areas, classes, activities aimed at their development. The content of classes within the framework of extracurricular activities is formed taking into account the wishes of students and their parents (legal representatives). Extracurricular activities are realized through various forms of its organization, different from the lesson system of education. These can be excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, competitions, search and scientific research, socially useful practices, etc.
When organizing extracurricular activities of students by an educational institution, it is desirable to use the possibilities of institutions of additional education, culture and sports. During the holidays, the potential of specialized camps, thematic camp shifts, summer schools, etc. can be used to continue extracurricular activities.
For the development of gifted and talented children, individual curricula can be developed with the participation of the students themselves and their parents (legal representatives), within the framework of which individual curricula will be formed (content of disciplines, courses, modules, pace and forms of education). In addition, distance education can be organized within the framework of extracurricular employment of schoolchildren.
10. Federal State Educational Standard - http://standard.edu.ru/
11. Federal portal of additional education for children www.vidod.edu.ru
1This 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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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: to 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 the conclusions obtained as a result of understanding the 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 subspecies. 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 the 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 objective conditions - place, time, choice and use of specific educational institutions, and subjective conditions 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 allows classifying 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, allows us 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 means of education. 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 system of education (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"
Educational Needs of Students(hereinafter - PEP) - social needs in general education, in creating optimal conditions for the realization of the energy, cognitive and emotional-volitional capabilities of students. They affect the interests of all children who have learning difficulties and do not fit into the standard educational framework, and therefore require the creation of special conditions, the use of special programs and materials, and the provision of additional services. SEP are associated not only with the presence of disabilities, but also with the difficulties experienced by students while studying at school.
The concept of "educational needs" without any interpretation is used in the Federal Law "On Education", where it reflects:
- advanced understanding of human rights to fulfill needs;
- the responsibility of modern civil society for creating the conditions necessary for the education of children.
The history of the concept of "special educational needs"
The concept of "special educational needs" (SEP or Special Educational Needs) was first proposed by Mary Warnock in London in 1978. Initially, it had a rather narrow meaning of working with children with disabilities and systemic disorders, but after a while the concept reached a new level and moved away from the medical model of disability, becoming part of American, Canadian and European culture, where it largely influenced the nature of education at school. . The concept of BEP is actively used in drawing up conclusions about the special needs of students, the formation of individual training plans, adapted programs.
At the international level, the rights of minors to special educational needs are enshrined in the Salaman Declaration on Principles, Policies and Practice in Education, which was adopted in 1994. The text of the document fixes the right of persons with special needs to access education in ordinary schools, where the necessary conditions must be created for them. The Framework for Action on the Education of Children with Special Needs states that schools should be open to every child regardless of their linguistic, social, intellectual or physical disabilities. Thus, gifted children, students with physical and mental disabilities, working and street children, socially disadvantaged and belonging to ethnic or linguistic minorities have special educational needs.
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To learn more about the organization of the educational process for students with disabilities and identify special educational needs, the articles of the electronic journal "Handbook of the Deputy Director of the School" will help
- We identify the needs of parents of students with disabilities (planning and organization)- How to organize an educational space for students with disabilities (students with disabilities)
In Russian pedagogy, the term PLO appeared only in the early 2000s and is not fully borrowed from the Western term, but it expresses the desire of society to help special children find their place in life by receiving a quality education. For the first time in Russia, K. Schneider spoke about special needs, considering this issue in her work on sociology, blurring the concepts of “normal” and “abnormal”. She proposed a triune system of categories: children in adverse conditions, children with learning difficulties and with disabilities. Specialists of the Institute of Correctional Pedagogy of the Russian Academy of Education, despite the different needs of students with disabilities, were able to identify common ones for different groups of children. educational needs of schoolchildren:
- in special means of step-by-step learning, differentiation and qualitative individualization of the educational process;
- in coordinating the activities of narrow diversified specialists, involving parents and family members of the student;
- in the formation of a special temporal and spatial organization of the learning environment;
- in the ultimate expansion of the educational space, going beyond the usual and the boundaries of the educational institution to prolong the educational process;
- in the introduction of such sections of education that are not in the program of normally developing children, but which are necessary for students with special needs.
Who are children with special educational needs?
Children with special educational needs - students who need the help of teachers, professionals and parents, providing additional support in the learning process. The selection of such a category of schoolchildren indicates the gradual displacement of the concepts of “developmental deviations” or “developmental anomalies” from the public lexicon, the refusal to divide society into “normal” and “abnormal”. That is why individual educational needs of students can occur in children who find themselves in special socio-cultural conditions, adolescents with physical or mental disabilities, gifted children. To acquire knowledge, children with SEN require special conditions that will allow them to study in a comfortable atmosphere. From now on, there is a shift in emphasis from the deviations and shortcomings of children to the identification and satisfaction of their needs for special means and learning conditions, which is a demonstration of the responsibility of society for each of its members.
The concept of "children with SEN" refers to anyone whose educational difficulties go beyond the boundaries of the usual norms. Russian science distinguishes three categories of children with special educational needs:
- children at risk (living in adverse conditions);
- who have unexpected learning difficulties;
- with characteristic disabilities - with hearing, vision, intelligence, speech, musculoskeletal disorders of varying severity, autism, emotional-volitional and with a complex structure of disorders.
As a rule, children with special educational needs have problems with general and fine motor skills, cognitive activity, they do not have a broad enough outlook and fragmented knowledge about themselves and the world, demonstrate lack of communication skills, pessimism, speech retardation, inability to control their words and actions.
Educational needs of schoolchildren
Unfortunately, the concept of special educational needs was not taken into account for a long time when drawing up the curriculum and plan, since the needs of children were not taken into account in Russian methodological and pedagogical developments. At the same time, it is important to realize that special educational needs can arise not only among children with disabilities, because many students face barriers and difficulties in the way of acquiring knowledge, sometimes quite spontaneously and unexpectedly. POPs are not permanent, but manifest themselves to varying degrees with various disorders or in different life situations.
Therefore, in order to unleash the potential of students, improve the quality of life of children, giving them the opportunity to receive a decent education, it is important to take into account the opinion of children, their SEN, engaging in a comprehensive study of potential obstacles to knowledge. If at least a few ordinary children do not receive the necessary help and attention at school, you must first support them, and then concentrate on arranging children with disabilities. The problem needs to be solved systematically, without breaking away from the framework of the school or class, since OOP can arise against the backdrop of socio-cultural, economic and psychological factors.
Studying student's special educational needs- the primary task of the modern school, which allows:
- develop an adapted program, create an individual educational route for the student, build a program of work with him, adjust pedagogical efforts and goals;
- to carry out psycho-medical-pedagogical support and corrective work with the student;
- determine a system for evaluating planned results and achievements;
- increase the level of satisfaction of parents with the quality of education, receive prompt feedback from all subjects of the educational process;
- to raise the level of domestic education, providing state guarantees for equal opportunities for all citizens.
Components of special educational needs that determine the conditions for teaching children (remotely, in inclusive schools, groups of combined or compensatory orientation):
- Cognitive - vocabulary, mental operations, knowledge and ideas about the world, the ability to remember and reproduce information.
- Energy - efficiency, perseverance and mental activity.
- Emotional-volitional - the ability to hold attention, concentrate, motivation for cognition and directed activity.
All OOPs are divided into four large groups:
Group 1. Educational needs associated with the special organization of the educational process
| Type of needs | Characteristics of OOP |
| Competence of teachers and narrow specialists | They should know the features of the development of children with physical and mental disabilities, using this knowledge to organize the educational process, adapt curricula. Teachers need knowledge of correctional and educational technologies in order to use them in their work. |
| Individualization of the educational route | Education of children with SEN is carried out remotely, at home, in separate classes for children with disabilities, in inclusive schools or classes. |
| Adaptation of the educational environment | Through a visually structured and clearly organized space, creating a motivating environment that takes into account the peculiarities of assimilation of information and the interests of the child, emotional connection with the teacher, the friendly attitude of other students, the use of activities and materials that are interesting for the child. |
| Preliminary preparation before frontal training | It is associated with insufficient adaptive abilities of children with SEN, difficulties in communication and interaction, the presence of emotional, mental or cognitive impairments. In this case, children gradually form the skills of learning behavior, social interaction, classes in mini-groups and groups. |
| Adaptation period | Due to the difficulties in adapting to unusual conditions, students with SEN need time to get used to school. At this stage, they should gradually delve into the situation and life of the class, receive educational motivation, and find emotional relationships with teachers. For this, a flexible schedule of regular attendance of classes, attendance of the most interesting classes for the child, the transition from fragmentary to complete immersion of the student in the educational process are recommended. The help of a tutor remains relevant, who will support the student in educational, communicative and social situations. When the adaptation period comes to an end, the help of the tutor is minimized so that the student becomes more independent, gets used to the school educational process. Along with assistance in the adaptation period, it is important to reduce the requirements for the depth of mastering the program material, which will become an additional source of motivation to attend school. |
| Availability of an adaptive program or comprehensive psychological and pedagogical support | In order for students with SEN to be able to master the educational program, overcoming their characteristic difficulties in mastering general educational programs, they need the help of not only a teacher, but also a tutor, speech therapist, defectologist, social pedagogue and additional education teacher. |
| Interaction between parents and school | Only clear coordination of the actions of all participants in the educational process will achieve the greatest result, therefore parents and teachers should develop a unified strategy for the educational process, use unified algorithms and solutions, using the practical experience of teachers and the knowledge of family members about the characteristics of the student. |
|
Individual assessment of educational results |
An individual system of evaluation of results guarantees a child with SEN a situation of success and the opportunity to feel comfortable among typically developing classmates. The criterion for the effectiveness of training should be the achievement of the planned results of mastering the adapted educational program. |
Group 2. Educational needs related to the adaptation of the content of the main general education program
| Type of needs | Characteristics of OOP |
| Individualization of the content of the adapted basic general education program | According to the Federal State Educational Standard, four variants of the adapted program are allowed. As a rule, for children with special educational needs, in order to individualize the content of education on the basis of AOEP, a special individual development program (SIPR) or an adapted educational program (AEP) is developed and implemented. |
| Formation of social (life) competencies |
Students need life skills because: it is difficult for them to have the skills of everyday life (social, everyday, communicative), which leads to difficulties in solving everyday situations; children with SEN cannot easily transfer theory into practice, using school knowledge in everyday life, and therefore cannot understand the social context, master social behavioral norms. The development of life competencies involves the formation of:
|
| Replacing academic/learning goals with alternative ones | Academic learning goals are not always relevant for children with intellectual disabilities, and therefore it is advisable to replace them with more functional competencies applicable to everyday life. Children are not taught literate writing, but the correct expression of thoughts, not arithmetic operations, but the recognition of numbers. which improves the quality of life of a student with SEN. |
| Simplification of the content of the main general education program | Depending on the type of impairment for the child, one of the four options for AOOP is selected. For example, the second option implies the simplification of universal learning activities and communicative results, and the third and fourth options - the simplification of subject results and the reduction of meta-subject ones, basic learning actions are replacing UUD. |
Group 3. Educational needs related to the adaptation of the ways of presenting educational material:
- Simplified methods of presenting educational material - teachers adapt methods of explanation using visualization, simplified speech and other methods of delivering auditory information.
- Instruction simplification - long multi-step algorithms for performing an action are incomprehensible and difficult for children with OOP, and therefore they need extremely simple instructions that are broken into parts, written on the board, depicted in the form of a diagram, and clearly demonstrate the sequence of actions.
- Additional visual support - when explaining new material or demonstrating the algorithm for completing tasks, the teacher needs to take into account the prevailing visual forms of students' thinking, and therefore use more supporting diagrams, tables, drawings, visual models and pictures.
- Refusal of double requirements - unfortunately, children with OOP do not multitask, therefore double requirements are often impossible for them (for example, write words and underline letters, solve an example and write it neatly). In this case, the teacher should prioritize by choosing only one of the requirements on which the student will have to focus his efforts, minimizing the additional requirement for the learning task.
- The fragmentation of learning tasks, changes in sequence - students with OOP can demonstrate a different pace, quality and speed of processing information, and therefore it is easier for them to absorb large amounts of material gradually and dosed.
Group 4. Educational needs associated with overcoming difficulties in development, socialization and adaptation
Correctional work in the process of psychological and pedagogical support helps to overcome the difficulties of socialization:
- The development of socially acceptable behavior and activities - adaptive and social skills in children with SEN are not sufficiently developed, which provokes the consolidation of maladaptive forms of behavior that can be eliminated only by the formation of the correct communication and social skills.
- Support and development of communication - group and individual remedial classes will form dialogue and communication skills, teach the child to act in situations of refusal and consent, expressing requests, greetings and others. Children are taught to maintain a conversation, to initiate a conversation.
- Formation of social interaction skills, social and self-service skills - individual and group lessons, correctional work will help to form social interaction skills with peers and adults (game skills, communication, interaction in the classroom or outside of school), as well as life support and self-service skills.
- Accumulation and expansion of social experience - in the classroom and extracurricular activities in the course of purposeful work, children acquire social and communication skills, accumulating which they expand their social experience.
- Expansion of ideas about society - to comprehend and systematize the experience of interaction with others in the course of corrective work, which will be focused on the assimilation of social rules and norms.
- The formation of adequate ideas about emotions and ways of expressing them is a psychological correctional work aimed at understanding by children with mental retardation of their experiences and emotions, adequate ways of expressing them (facial expressions, gestures) contributes to social development.
- Formation of holistic ideas about themselves and the world around them - specialists help students to systematize and streamline their ideas about themselves and the world, which in children with OOP are often incomplete or fragmented.
Implementation of the special educational needs of the student
Today, some features of the implementation of inclusive education for children with SEN are distinguished:
- Special education should begin from the moment developmental disabilities are identified.
- Education should use special tools (methods, materials, programs) that will allow individualization and differentiation of the educational process, including after graduation. So, in order to improve motor functions, physiotherapy exercises are additionally held, modeling or drawing circles work, and propaedeutic courses are held to master new academic disciplines or skills. In this case, only those teaching aids are used that do not tire the children.
- Compliance of educational activities with the needs of students- the content of training should correspond to the psychophysiological needs of children, therefore it includes classes on the development of visual or auditory-visual perception, fine motor skills, communication and adaptive skills, social orientation, and others.
- The maximum expansion of the educational space by prolonging the educational process not only until graduation, but also after that (the study of information and the formation of the necessary skills is carried out at a slow pace that is comfortable for the student).
- Activation of cognitive activity, a positive attitude to learning, independence in decision-making, ensuring the comprehensive development of the individual and laying the foundations of a scientific worldview.
- In working with such students, not only experienced teachers and parents should be involved, but also psychologists, speech pathologists and other specialists, whose actions are carefully coordinated.
Who is involved in creating and organizing an inclusive environment?
Inclusive education for children with SEN involves the work of a large team of specialists and parents aimed at:
- taking into account and studying the educational needs of consumers of educational services (students and their parents) to the quality and content of education;
- formation of an individual educational route and an adapted training program;
- systematic monitoring of the effectiveness of the educational process with subsequent adjustment of pedagogical tasks and goals;
- establishing feedback and stable interaction with family members of students.
Not only subject teachers, tutors and class teachers who develop working materials and programs are involved in working with students with special needs, but also auxiliary specialists - assistants who physically help students with disabilities overcome the difficulties of the environment. Together with them, specialized workers are involved in the work - defectologists, speech therapists, psychologists, whose special knowledge and skills help children better adapt to learning, help them achieve great results, and reveal their potential.
Functional responsibilities of specialists working with children with SEN
- The teacher - with the support of a psychologist, develops an adapted program, a work program for the subject, adapts extracurricular activities and training sessions to the needs of a student with SEN, forms a base from special technical equipment and teaching aids.
- Tutor - ensures the adaptation of a child with disabilities in a regular class, develops an individual educational route taking into account the abilities, interests and characteristics of the student, designs an open learning environment, methodological tools, adapts the educational process.
- Assistant - support workers who provide physical and adaptive assistance to children. They help them use cutlery, dress and undress, make infrastructure facilities accessible, and provide first aid in emergency situations. Assistants create comfortable conditions for learning at school, help to overcome physical disabilities.
- Defectologist - promptly reveals psychophysiological disorders in children, recommending corrective support for them. He chooses the type of correctional assistance and the optimal educational program, plans individual and group correctional work, controls the process of mastering educational programs, contributing to the successful development of social skills and the adaptation of students with special educational needs in society, optimizes the efforts of all specialists, ensuring the progressive effect of school inclusive education.
Educational needs of parents
Educational needs of students and parents- expectations that are associated with educational activities are directed at schools and teachers in it and are satisfied through the choice of courses, subjects, programs, extracurricular activities or additional education systems.
At the same time, gender division, the level of education and the socio-economic situation of the family matter. Male parents more often associate educational needs with science, the socio-political and professional and labor spheres, and female parents - with nature conservation, self-improvement, culture, the moral sphere, and art. As a rule, the educational orientation of parents is influenced by the problems they encounter in everyday life. Therefore, men focus on the issues of business organization, car management, and women - effective financial management, additional education.
The financial situation of the family also affects the educational needs of parents: knowledge of moral and religious life is relevant for 3% of families whose financial situation is assessed as excellent, and for 60% of families whose financial situation is extremely difficult.
The expectations of the parents of students, as customers of educational services, are related to the interests and abilities of children, which must be satisfied in the chosen educational institution. The experience of conducting surveys and questionnaires for parents confirms that family members of students expect from the school:
- quality primary and secondary general education;
- comfortable conditions for free communication, extracurricular and educational activities;
- modern material and technical base, including for obtaining computer literacy, and optimal psychological and pedagogical conditions;
- conditions for the diagnosis and development of creative, sports and intellectual abilities of children in accordance with age characteristics through a system of circles, sections, clubs;
- promotion of health, promotion of sports and a healthy lifestyle;
- familiarization with the general cultural values, history and culture of the country;
- compliance with sanitary and hygienic requirements, fire safety standards.
Since each participant in the educational process matters in the provision of special educational needs, the role of parents and their educational expectations remains consistently high. If educational institutions only partially meet the special educational needs of children, do not fully use the potential and actual opportunities, the effectiveness of learning will decrease, and the communicative, creative and intellectual potential of students with special educational needs will remain undiscovered. In order not to delay the development of other students, it is possible to realize special educational needs only in conditions of special education - from deep differentiated to inclusive, which will ensure the successful integration of the child into adulthood, adaptation in society.
