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

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

1. Abul'khanova K.A. Printsip sub"ekta v otechestvennoi psikhologii [The principle of the subject in domestic psychology]. Psikhologiya. Zhurnal Vysshei shkoly ekonomiki [Psychology. Journal of the Higher School of Economics], 2005, vol. 2, no. 4, pp. 3–21.
2. Babkina N.V. Psikhologicheskoe soprovozhdenie mladshikh shkol'nikov s zaderzhkoi psikhicheskogo razvitiya [Psychological support of junior schoolchildren with mental retardation]: dis. … d-ra psikhol. n. Moscow, 2017. 263 p.
3. Basyuk V.S. Psikhologicheskoe soprovozhdenie detei, ostavshikhsya bez popecheniya roditelei [Psychological support of children left without parental care]: avtoref. dis. … d-ra psikhol. n. Moscow, 2016. 42 p.
4. Berulava G.A. Metodologicheskie osnovy prakticheskoi psikhologii [Methodological bases of practical psychology]. Moscow: publ. of MPSI; Voronezh: MODEK, 2004. 192 p.
5. Bitjanova M.R. Organizacija psihologicheskoj raboty v shkole [Organization of psychological work in school]. Moscow: Sovershenstvo, 1997. 298 p.
6. Goncharova E.L. Evolyutsiya predmeta spetsial'noi psikhologii [Evolution of the subject of special psychology]. Vospitanie i obuchenie detei s narusheniyami razvitiya [The Education and Training of Children with Developmental Disabilities], 2015, no. 8, pp. 5–7.
7. Dubrovina I.V. O professional'noi podgotovke prakticheskogo psikhologa obrazovaniya [Elektronnyi resurs] [On the professional training of a practicing education psychologist]. Psihologicheskaja nauka i obrazovanie PSYEDU.ru [Psychological Science and Education PSYEDU. ru], 2012, no. 1. URL: http://psyedu.ru/journal/2012/1/2773.phtml (Accessed: 20.04.2018). (In Russ., abstr. in Engl.).
8. Zhuravlev A.L. Kollektivnyi sub"ekt: osnovnye priznaki, urovni i psikhologicheskie tipy [Collective subject: the main features, levels and psychological types]. Psikhologicheskii zhurnal [Psychological Journal], 2009, vol. 30, no. 5, pp. 72–80.
9. Zabrodin Yu.M., Metel`kova E.I., Rubtsov V.V. Kontseptsiya i organizatsionno-strukturnye modeli psikhologicheskoi sluzhby obrazovaniya [Elektronnyi resurs] [Conception and organizational and structural models of psychological service in education]. Psikhologicheskaya nauka i obrazovanie PSYEDU.ru [Psychological Science and Education PSYEDU.ru], 2016, vol. 8, no. 3, pp. 1–15. doi: 10.17759/psyedu.2016080301. (Accessed: 09.02.2018). (In Russ., abstr. in Engl.).
10. Indenbaum E.L. Kharakteristiki kommunikativnoi kompetentnosti podrostkov s raznymi formami intellektual'noi nedostatochnosti v usloviyakh inklyuzivnogo i spetsial'nogo obrazovaniya [Features of communicative competence of adolescents with different forms of intellectual insufficiency in the conditions of inclusive and special education]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2014, no. 1, pp. 42–49 (In Russ., abstr. in Engl.).
11. Kazakova E.I. Protsess psikhologo-pedagogicheskogo soprovozhdeniya [The process of psychological and pedagogical support]. Na putyakh k novoi shkole [On the Way to a New School], 2009, no. 1, pp. 8–16.
12. Koncepciya razvitiya psihologicheskoj sluzhby v sisteme obrazovaniya v Rossijskoj Federacii na period do 2025 goda [The concept of development of psychological services in the education system in the Russian Federation for the period up to 2025]. URL: http://www.consultant.ru/document/cons_doc_LAW_287411/ (Accessed:  20.01.2018).
13. Korobeinikov I.A., Babkina N.V. Differenciacija obrazovatel’nyh potrebnostej kak osnova differencirovannyh uslovij obrazovanija detej s ZPR [Differentiation of educational needs as a basis for differentiated conditions for the education of children with IDD]. Defektologija [Defectology], 2017, no. 2, pp. 3–13.
14. Korobeynikov I.A., Babkina N.V. Konsul'tativnyi resurs psikhologicheskogo diagnoza pri narusheniyakh psikhicheskogo razvitiya u detei [Psychological diagnosis as a counseling resource in developmental disorders in children]. Konsul'tativnaya psikhologiya i psikhoterapiya [Counseling Psychology and Psychotherapy], 2017, vol. 25, no. 4, pp. 11–22. doi: 10.17759/cpp.2017250402. (In Russ., abstr. in Engl.).
15. Korobeynikov I.A. Sovremennye zadachi i problemy differentsial'noi diagnostiki narushenii psikhicheskogo razvitiya v detskom vozraste [Modern problems and problems of differential diagnosis of mental development disorders in childhood]. Vospitanie i obuchenie detei s narusheniyami razvitiya [The Education and Training of Children with Developmental Disabilities], 2016, no. 3, pp. 4–10.
16. Lubovskii V.I. Spetsial'naya psikhologiya [Special psychology]. Moscow: Akademiya, 2009, pp. 499–521.
17. Lubovskii V.I., Korobeinikov I.A., Valyavko S.M. Novaja koncepcija psihologicheskoj diagnostiki narushenij razvitija [A new concept of psychological diagnosis of developmental disorders]. Psihologicheskaja nauka i obrazovanie [Psychological Science and Education], 2016, no. 4, pp. 50–60. doi:10.17759/pse.2016210406. (In Russ., abstr. in Engl.).
18. Maier A.A. Upravlenie sotsializatsiei detei doshkol'nogo i mladshego shkol'nogo vozrasta v sisteme obrazovaniya: sostoyanie i perspektivy [Management of socialization of children of preschool and primary school age in the education system: the state and prospects]. Moscow, 2008. 221 p.
19. Nikol'skaya O.S., Baenskaya E.R. Osobye obrazovatel'nye potrebnosti detei s rasstroistvami autisticheskogo spektra v period nachal'nogo shkol'nogo obrazovaniya [Special educational needs of children with autism spectrum disorders during primary schooling]. Vospitanie i obuchenie detei s narusheniyami razvitiya [The Education and Training of Children with Developmental Disabilities], 2015, no. 2, pp. 9–17.
20. Obrazovanie v Rossii – 2015. Statisticheskii biulleten' [Education in Russia – 2015. Statistical Bulletin]. Moscow: MIREA, 2015. 518 p.
21. Proekt kontseptsii spetsial'noi i psikhologicheskoi pomoshchi v sisteme obrazovaniya [Elektronnyi resurs] [Draft concept of special and psychological assistance in the education system]. Problemy spetsial'noi psikhologii v obrazovanii: Materialy Vserossiiskogo seminara [Problems of special psychology in education: Materials of the All-Russian Seminar], 1998. URL: http://lektsii.org/2-29041.html (Accessed: 20.04.2018).
22. Prikaz Ministerstva obrazovaniya i nauki Rossijskoj Federacii ot 19 dekabrya 2014 g. № 1598 «Ob utverzhdenii federal'nogo gosudarstvennogo obrazovatel'nogo standarta nachal'nogo obshchego obrazovaniya obuchayushchihsya s ogranichennymi vozmozhnostyami zdorov'ya». [Order of the Ministry of education and science of the Russian Federation of December 19, 2014, № 1598 "On approval of the Federal state educational standard of primary General education of students with disabilities"]. URL: https://xn--80abucjiibhv9a.xn--p1ai/%D0%B4%D0%BE%D0%BA%D1%83%D0%BC%D0%B5%D0%BD%D1%82%D1%8B/5132 (Accessed:  27.08.2018).
23. Razenkova Yu.A. Sistema rannei pomoshchi: poisk osnovnyh vektorov razvitiya [Early warning system: the search for the main vectors of development]. Moscow: Karapuz, 2011. 144 p.
24. Semago M.M. Rebenok i obrazovatel'naya sreda: strukturno-informatsionnyi podkhod [Child and educational environment: structural and information approach]. Izvestiya Rossiiskoi akademii obrazovaniya [Proceedings of the Russian Academy of Education], 2006, no. 2, pp. 81–90.
25. Tsvetkova L.A., Volkova E.N., Korzhova E.Yu., Miklyaeva A.V. K probleme soderzhaniya deyatel'nosti psikhologicheskoi sluzhby v razlichnykh obrazovatel'nykh organizatsiyakh [To the problem of the content of the psychological service in various educational organizations]. Rossiiskii psikhologicheskii zhurnal [Russian Psychological Journal], 2017, vol. 14, no. 4, pp. 26–48. doi: 10.21702/rpj.2017.4.2