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  Previous issue (2019. Vol. 11, no. 1)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Primary School Children with Special Education Needs

Gavrilushkina O.P., Ph.D., Senior Researcher, Head of the Psychology of Abnormal Development Laboratory, Professor of the Preschool Psychology and Pedagogics department, Moscow State University of Psychology and Education (MSUPE), Moscow, Russia, olpega@mail.ru
Egorova M.A., Ph.D. in Education, professor, Department of Psychology of Education, Moscow State University of Psychology and Education, Moscow, Russia, mareg59@mail.ru
Abstract
The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.

Keywords: elementary school children with special educational needs, social and communicative competencies, environmental impacts, educational process, collaborative activity

Column: Psychological Rehabilitation and Correction

DOI: http://dx.doi.org/10.17759/psyedu.2016080313

For Reference

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