On the problem of the psychological fundamentals of pedagogical influence on children with special educational needs

Abstract

The article deals with the general psychological fudamentals for the implementation of
pedagogical work (correction, education, upbringing) of children with psychophysical development
disorders that is a prerequisite for achieving its effectiveness both in the conditions of a
special educational institution and in the conditions of inclusion. The author considers that
such fudamentals include regularities of development of children of the specified category
– common for ontogenesis of all children (common for persons with disorders and normal
persons), common that are specific for all children with disorders, and also specific for their
certain category. Psychological bases of pedagogical influence as knowledge about regularities
of development of children with special educational needs are supplemented and concretized
by knowledge about nature and pattern of the defect, corresponding views on possibilities
and peculiarities of correctional and actual pedagogical work to ensure effective learning of
social experience by such children.
The theoretical provisions presented in the article concerning the regularities of development
and structure of the defect in children with development disorders of particular categories
are illustrated by the specific data available in science.