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Previous issue (2020. Vol. 17, no. 3)

Bulletin of Psychological Practice in Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2658-3100

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

License: CC BY-NC 4.0

Started in 2004

Published quarterly

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Problems of Professional Training of Specialists for Working with Children with Learning and Development Difficulties 76

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Zaretsky V.K.
PhD in Psychology, Professor, Chair of Individual and Group Psychotherapy, Faculty of Counseling and Clinical Psychology, Moscow State University of Psychology and Education, Moscow, Russia
ORCID: https://orcid.org/0000-0002-8831-6127
e-mail: zar-victor@yandex.ru

Abstract
This article substantiates the thesis that one of the most important competencies of a modern teacher is the ability to assist students in overcoming learning difficulties. When providing assistance, the individual characteristics of the student should be taken into account, and the assistance itself should contribute to his development. The following is a description of the so-called “learning difficulty” as a resource for development. The psychological mechanisms are also described, the work of which turns educational activity into a source of development. In addition, the article poses a problem: how an adult (teacher, psychologist, parent), while helping a student in overcoming learning difficulties, can learn to create conditions for the development of a student in a situation of encountering learning difficulties. The main provisions of cultural and historical psychology act as theoretical and methodological grounds for providing assistance that contributes to the development of students: on the relationship between learning and development, on the zone of nearest development, on cooperation between a child and an adult, on the child’s conscious appropriation of the experience of joint activities. The provisions of cultural-historical psychology are supplemented by modern ideas about the role of the student’s subject position in relation to educational activity, about the student’s ability to reflect. The article also describes the long-term practice of helping various categories of students in overcoming learning difficulties. In this case, the means of the reflexive-activity approach are used. The practice itself has a deep theoretical foundation, which was worked out and formed the basis of the system for preparing students of the Moscow State University of Psychology & Education for providing psychological and pedagogical assistance to students with learning difficulties. This system is also a powerful resource for preparing teachers and psychologists to work with students with learning difficulties.

Keywords: learning activity, development, learning difficulty, cultural-historical psychology, zone of proximal development, multi-vector model of zone of proximal development, subject position, reflection, children with developmental disabilities, reflexive-activity approach

Column: Professional Training of Specialists to Work with Different Categories of Children

DOI: https://doi.org/10.17759/bppe.2020170205

For Reference

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