Professional training of students for social rehabilitation of children with disabilities: resources for social project activities

S. Ispulova, E. Oleynik, N. L. Bolshakova, O. N. Vericheva, R. Sadykov
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Abstract

Introduction. The social importance and topicality of the problem is accounted for by the aggravated contradiction between the need of the society and the state for students’ high-quality professional training and their insufficient commitment to various kinds of practical aid, including social rehabilitation, to children with disabilities. The purpose of the article is to develop and test the original practice-oriented model of future specialists’ training – those to-beinvolved in social rehabilitation of children with disabilities. Materials and methods. In order to assess students’ commitment to social rehabilitation of children with disabilities, the authors undertook a questioning held within the period from May to June 2022. It involved 106 second- to fourth-year students (106 persons all together) studying under the bachelor degree programme “Social work” at the Department of Social Work, Psychological and Pedagogical Education at the Federal State-Funded Educational Institution of Higher Education ‘Nosov Magnitogorsk State Technical University’. Research methodology and techniques: analysis of documents, observation, interviewing, testing, generalisation of experience. Results. The experimental work made it possible to identify the problems in preparing future specialists to social work involving social rehabilitation of children with disabilities; it enabled the authors as well to verify the efficiency of the proposed original model of professional training. The experimental work was carried out in the natural conditions of educational process. Three crosscutting stages were involved in the course of the experiment. The levels of students’ readiness for social rehabilitation of children were evaluated. The readiness level in the experimental group (high – 1.2%, sufficient – 6.8%, middling – 21.3%, low – 70.7%) was lower than in the control group (high – 2.9%, sufficient – 8.6%, middling – 22.3%, low – 65.8%). The second and third stages confirmed that the realisation of the proposed model contributed to the enhancement of students’ commitment to social rehabilitation of children with disabilities. The data obtained in the course of the experiment showed that the majority of third- and fourth-year students (81.57%) had formed, at sufficient and high level, the system of professional knowledge, skills and abilities necessary for social rehabilitation of children with disabilities, as well as due motivational readiness. At the same time, it should be noted that 14.47% of the surveyed students showed a middling level of readiness, and 5.2% – a low level. The steadily growing level of students’ readiness for social rehabilitation of children with disabilities makes it possible to conclude that the model presented in the article is effective. Conclusion. Working with children with disabilities requires a number of conditions to be met by students willing to have due-quality professional schooling. Of special importance among them is the introduction of the academic discipline “Social rehabilitation of children with disabilities”. At the same time, in addition to the practice-oriented classes and special training at specialised socio/medical and psychological/pedagogical institutions, the authors propose “immersion” of students in the realisation of a social project aimed at social rehabilitation of children with disabilities. In the course of organisation of students’ professional training aimed at social rehabilitation of children with disabilities, the students, owing to the introduction of the above training model into this process, not only accumulate and form due knowledge, skills and abilities, but also reach individual self-development as well as acquire communicative skills, enrich their life experience and social practice.
残疾儿童社会康复学生专业培训:社会项目活动资源
介绍社会和国家对学生高质量专业培训的需求与他们对残疾儿童的各种实际援助(包括社会康复)的承诺不足之间的矛盾加剧,说明了这个问题的社会重要性和话题性。本文的目的是开发和测试未来专家培训的原始实践导向模式——那些参与残疾儿童社会康复的专家。材料和方法。为了评估学生对残疾儿童社会康复的承诺,作者在2022年5月至6月期间进行了一次提问。它涉及106名二至四年级学生(共106人),在联邦国家资助的高等教育机构“诺索夫-马格尼托哥尔斯克州立技术大学”社会工作、心理和教育学系“社会工作”学士学位课程下学习。研究方法和技巧:文件分析、观察、访谈、测试、经验总结。后果实验工作使我们能够确定在培养未来的专家从事涉及残疾儿童社会康复的社会工作方面存在的问题;这也使作者能够验证所提出的原始专业培训模式的有效性。实验工作是在教育过程的自然条件下进行的。实验过程涉及三个横切阶段。评估了学生对儿童社会康复的准备程度。实验组的准备水平(高-1.2%、充足-6.8%、中等-21.3%、低-70.7%)低于对照组(高-2.9%、充足-8.6%、中等-22.3%、中低-65.8%)残疾儿童。实验过程中获得的数据表明,大多数三年级和四年级学生(81.57%)已经形成了足够和高水平的残疾儿童社会康复所需的专业知识、技能和能力体系,以及适当的动机准备。同时,应该注意的是,14.47%的受访学生表现出中等水平的准备,5.2%的学生表现出较低水平。随着学生对残疾儿童社会康复的准备程度不断提高,可以得出结论,文章中提出的模式是有效的。结论为残疾儿童工作需要满足一些条件,让学生愿意接受应有质量的专业教育。其中特别重要的是引入了“残疾儿童的社会康复”这一学科。与此同时,除了在专门的社会/医疗和心理/教育机构开设以实践为导向的课程和特殊培训外,作者还建议学生“融入”旨在残疾儿童社会康复的社会项目。在组织旨在残疾儿童社会康复的学生专业培训过程中,由于将上述培训模式引入这一过程,学生不仅积累和形成了应有的知识、技能和能力,而且实现了个人的自我发展,并获得了沟通技能,丰富他们的生活经验和社会实践。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
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