Examination of the Quality of Special Conditions for Education by Students with Disabilities as a Condition for Increasing the Effectiveness of Psychological and Pedagogical Support

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Abstract

The article considers practical and organizational aspects that must be observed when examining the conditions of education for children with disabilities. These conditions should have their own specifics and comply with the recommendations of the Psychological, Medical and Pedagogical Commission (PMPC). The presented materials are practical and applied developments of specialists of the Center of Psychological, Pedagogical, Medical and Social Assistance “Lado”. They are used by the experts of the Commission when monitoring the activities of psychological and pedagogical councils of educational organizations on the territory of Polevskoy city. The purpose of the monitoring is to assess the extent to which the PMPC recommendations are taken into account in the work of the councils. The article also reveals the potential of the examination procedure as a systemic analysis aimed at assessing — in a particular institution — the quality of special conditions necessary for the education of children with disabilities and increasing the effectiveness of their psychological and pedagogical support.

General Information

Keywords: examination, special conditions for obtaining education, monitoring, special educational needs, disabilities, recommendations of the PMPC, psychological and pedagogical support, psychological and pedagogical council

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2020170213

For citation: Pestova I.V., Guryanova N.A., Sergeeva M.S., Kuzevanova S.V. Examination of the Quality of Special Conditions for Education by Students with Disabilities as a Condition for Increasing the Effectiveness of Psychological and Pedagogical Support [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2020. Vol. 17, no. 2, pp. 139–149. DOI: 10.17759/bppe.2020170213. (In Russ., аbstr. in Engl.)

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Information About the Authors

Irina V. Pestova, Graduate Student, Ural State Economic University, Director, Center for Psychological, Pedagogical, Medical and Social Assistance “Lado”; Chairman, Sverdlovsk Regional Branch, Federation of Psychologists of Education of Russia, Polevskoy, Russia, ORCID: https://orcid.org/0000-0002-2499-5976, e-mail: petrovalado@mail.ru

Nina A. Guryanova, Head, Territorial Psychological, Medical and Pedagogical Commission, Speech Therapist, Center of Psychological, Pedagogical, Medical and Social Assistance “Lado”, Polevskoy, Russia, ORCID: https://orcid.org/0000-0003-3019-7783, e-mail: guryanovalado@gmail.com

Maria S. Sergeeva, Teacher-Psychologist, Center of Psychological, Pedagogical, Medical and Social Assistance “Lado”, Polevskoy, Russia, ORCID: https://orcid.org/0000-0002-1595-2755, e-mail: sergeeva.ms.lado@gmail.com

Svetlana V. Kuzevanova, Teacher-Defectologist, Center of Psychological, Pedagogical, Medical and Social Assistance “Lado”, Polevskoy, Russia, ORCID: https://orcid.org/0000-0003-0899-6984, e-mail: cuzewanowa.s@yandex.ru

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