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Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: http://dx.doi.org/10.17759/cpse

License: CC BY-NC 4.0

Started in 2012

Published quarterly

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Different Perspectives of Psychological Support Concept in Regular and Special Education Systems

Babkina N.V., Doctor in Psychology, Leading Researcher of Research Department, Institute of Special Education of Russian Academy of Education, Moscow, Russia, Natali.babkina@mail.ru
Abstract
The article discusses and analyzes the issues of the emergence, formation and perspectives of understanding the concept of "psychological support". The specificity of psychological support for the education of children with disabilities in a modern educational environment revealed; substantiates the main types and content of the psychologist's activities: diagnostic, correctional, developmental, expert advisory and coordination. Paper describes new tasks of a psychologist related to determining the development of a child entering school and choosing the optimal educational route for him, developing and implementing special psychological conditions for learning and education, monitoring progress in mastering academic knowledge and shaping the area of life competence. Criteria proposed for evaluating the effectiveness of psychological support for the education of schoolchildren with disabilities under inclusion conditions. The current problems of the psychological education service are analyzed; substantiates the need for its modernization

Keywords: psychological support services, children with disabilities, education, inclusive learning, counseling services

Column: Theoretical research

DOI: http://dx.doi.org/10.17759/cpse.2018070401

Funding

Present work supported by the Ministry of Education and Science of the Russian Federation within the framework of Task No. 25.8968.2017

For Reference

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