System of Psychological and Pedagogical Support of Children with Severe Speech Disorders

 
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Abstract

The article gives an example of the system of psychological and pedagogical support of children of preschool and primary school age with severe speech disorders in the conditions of “Adaptive school — kindergarten No. 292” of Omsk. Psychological-medical-pedagogical consultation is the link that allows you to track the dynamics and effectiveness of the adaptive institution specialists. The goals of psychological and pedagogical support are named, the main stages of psychological and pedagogical support of a child with severe speech disorders in the educational process are revealed. The example of interaction of the teacherpsychologist with the teacher-the speech therapist, the musical specialist, the instructor on physical education is given. The example of building a system of work of the institution clearly shows the need for interaction of all specialists of the institution in order to prepare children for education in secondary schools. Special attention is paid to work with parents and teachers to improve the psychological and pedagogical competence of all participants in the educational process.

General Information

Keywords: psychological and pedagogical support, children with disabilities, children with severe speech disorders, correctional and developmental work

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System

OpenAlex citations: 0

OpenAlex topics: Psychology of Development and Education, Human Health and Disease, Educational Methods and Teacher Development

Information about the work in OpenAlex

Number of citations: 0

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

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Human Health and Disease

This cluster of papers focuses on the assessment and management of health risks in children and adolescents, covering factors such as environmental exposure, oxidative stress, educational technologies, nutrition, and physical development. The research also delves into hygienic assessments, epidemiological wellbeing, and the impact of socioeconomic factors on child health.

Number of works: 109197  |  Total number of citations: 361634

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 52821  |  Total number of citations: 78980

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Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2019160405

Funding. this work was supported by the Russian Humanitarian Science Foundation's grant no. 14-06-14029.

Acknowledgements. the author thanks for the help of Director of the State Educational Institution of Omsk region “Adaptive school — kindergarten No. 292” Belova L.S., Deputy Director Vasilyeva V.V., Teacher-Speech Therapist Cheremnova O.V. and Methodist Ignat’eva E.P.

Published

For citation: Mikhailova, O.V. (2019). System of Psychological and Pedagogical Support of Children with Severe Speech Disorders. Bulletin of Practical Psychology of Education, 16(4), 53–61. (In Russ.). https://doi.org/10.17759/bppe.2019160405

© Mikhailova O.V., 2019

License: CC BY-NC 4.0

References

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Information About the Authors

Olga V. Mikhailova, Teacher-Psychologist, Adaptive School — Kindergarten No. 292, Omsk, Russian Federation, e-mail: olgaolesya@yandex.ru

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