SOME ISSUES OF DETERMINING SOCIAL ADAPTIVE DIFFICULTIES IN PERSONS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article examines the issue of pedagogical neglect in children with special educational needs, as one of the components of socio-adaptive difficulties at various stages of the educational process. The purpose of the article is to highlight modern approaches to the definition, classification and selection of the most effective ways of providing assistance to teachers and families who raise and teach a child with special educational needs, the type of educational difficulties of which is defined as socio-adaptive (personal, environmental difficulties). Research methods: analysis of psychological and pedagogical literature on the research problem and regulatory and legal documents; clarification of the essence of the concept of "pedagogical neglect"; summarizing the practical experience of inclusive resource centers; analysis of the psychological and pedagogical characteristics of students submitted by parents with an application for a comprehensive assessment of the child's development at the IRC. Pedagogical neglect is considered as a persistent deviation from the norm in behavior, moral consciousness, educational activity, which manifests itself in the underdevelopment, ignorance and ill-manneredness of the child, lagging behind his development from his own capabilities, due to the negative influence of the environment and errors in education, frequent changes of schools and teachers, negative the influence of the street, neglect. Therefore, this problem is caused by pedagogical reasons, so it is eliminated with the help of correction by pedagogical means. The above determines the need to develop modern express methods for identifying all types of pedagogical neglect in children of different age categories. The result of the cooperation of scientists and practitioners should be the development of the necessary diagnostic method, convenient for use in the work of specialists of the IRC, practical and special psychologists, social pedagogues of educational institutions.