乌克兰高等教育机构为有特殊教育需要的申请人提供心理和教学支持的经验

Olesia Tovstukha
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引用次数: 0

摘要

有特殊教育需要的申请人数每年都在增加,这一事实解释了研究课题的相关性。这是由于国家对这类申请人的社会政策(明确规定的福利),以及社会在这些人融入社会方面正在发生的积极变化。本文的目的是分析乌克兰高等教育机构为高等教育学生组织心理和教学支持的经验。在分析了对有教育需求的高等教育学生实施心理和教学支持的机制后,选择了能够以最定性和最有意义的方式组织这一过程的4所高等教育机构(Pavlo Tychyna Human State师范大学,乌克兰人类发展开放国际大学,Khmelnytsky贸易和经济合作研究所,波尔塔瓦州立农业大学)。为有特殊教育需要的高等教育学生提供心理和教学支持的主要工作领域是:培养对自己行为的责任、自我意识和改变对残疾的态度;在与其他教育参与者平等的基础上,就学生的适应、学习和参与课外活动的特点向学生家长提供咨询;社会和心理诊断,监测学生的个人发展和社会状况。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Experience of Ukrainian higher education institutions in the implementation of psychological and pedagogical support for applicants with special educational needs
The relevance of the research topic is explained by the fact that the number of applicants with special educational needs is increasing every year. This is due to the state’s social policy towards this category of applicants (clearly defined benefits), positive changes that are taking place in society regarding the integration of these individuals. The purpose of the article is analysis of the experience of organizing psychological and pedagogical support for students of higher education in Ukrainian higher education institutions. After analyzing the mechanisms for implementing psychological and pedagogical support for higher education students with educational needs, 4 higher education institutions were selected that were able to organize this process in the most qualitative and meaningful way (Pavlo Tychyna Uman State Pedagogical University, Open International University of Human Development “Ukraine”, Khmelnytsky Cooperative Institute of Trade and Economics, Poltava State Agrarian University). The main areas of work on psychological and pedagogical support for higher education students with special educational needs are: developing responsibility for their own behaviour, self-awareness and changing attitudes towards disability; counseling work with parents of students on the peculiarities of their adaptation, learning and participation in extracurricular activities on an equal footing with other participants in the educational process; social and psychological diagnostics, monitoring of personal development and social situation of students.
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