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Lighting needs of the students of those fathers. Current problems of science and education

Distributed: School administration

In Russia, there is a process of establishing a new system of lighting, orienting the entrance of the land to the light space. Vіn suprovodzhuєtsya suttєvimi zminami in pedagogical theory and practice navchalno-vyhovnogo process.

Changes in enlightenment paradigms are being introduced: a different mind, other approaches, rights, blueprints, behavior, and a different pedagogical mentality are being promoted.

In modern suspіlno-economical and socio-cultural situations, the role of middle pedagogical systems to ensure the education, education and development of children and seniors from 6.5 to 17 years.

Change in Russian Suspіlstva shouted changes to the socially comradeship to the sanctification of the establishment. In the minds of cardinal reforms, which are being carried out in the Suspіlstva, the development of the formation of the development of specialism, the formation of tsіnіsnyh orientations, civil-patriotic vihovannia, the preservation of the development of physical and moral health of speciality. In this rank, the blessing of tsim transforms into a deviant clerk, the development of suspіlstva.

The activity of the school, its characteristics and general development are directly determined by the Law of the Russian Federation “On Lighting”, the Standard Regulations on Lighting, and other regulatory acts. In these documents, the main foundations for the development of the lighting system were laid, the strategic goals for development were assigned, and the sovereign policy for the renewal of lighting was assigned.

The discussed project “Concepts of federal state lighting standards for global education” was published. The new one describes the enlightenment of the standards of another generation, which reflect the changes in the society and the modern success of the society before the enlightenment.

At the concept of a long-term social and economic development Russian Federation for the period up to 2020, special respect has been given to the development of the lighting system in the future period.

The basis for the development of the lighting system is based on the introduction of lighting to the level of demand, the development of project methods, the competitive display of leaders, how to successfully implement new approaches in practice, addressing tools in resource innovations and

The strategic method of state policy in the field of education is to increase the availability of such education, which contributes to the innovative development of the economy, the current needs of the skin community.

For the implementation of the goal, it is necessary to develop the following tasks: to ensure the innovative nature of basic education, competent education in the education department, to develop the variability of education programs, to form mechanisms for assessing the quality of service and participation in the demand for education

One of the criteria for high quality Russian education may increase its competitiveness.

The state determines, as I see the method of enlightenment - the formation of self-development and self-development of specialness, building to vodcrito, creative mutual modality with oneself, a power on the basis of globally accepted humanistic values ​​orientations.

The school embraces the largest number of children and children, with a single system, children and children know for a long period of time. The hour of the beginning of that rebuying in the holy place increases with the period of growth and development of the child, if the formation of the central orientations of the individual child is most intensively, if the formation of the hromadian position is observed.

An important method of Russian enlightenment at the stage of development is the development of the quality of illumination, lighting process, the quality of the lighting process, the quality of the minds of the yogo process, which is shown in the concept of federal state lighting standards of global lighting.

The Law of the Russian Federation "On education" states that the development of such a document, as the education program of the education school. Prote vyznachennya tsgogo understand at the Law of the Russian Federation "About osvіtu" vіdsutnє. Let's look at the understanding of the "illumination program".

In translation from Greek, the word "program" means "a short summary of what can be vikonano". The current scientific and pedagogical literature presents various options for the clouding of the designated understanding. As far as the Law of the Russian Federation “On enlightenment” is concerned, then in the preamble it is given a designation of enlightenment as a goal-directed process, and instructing the people, the supremacy of that power.

Integrating the concepts of “illumination” and “illumination of the program”, M. N. Artsev presents such a designation of the illuminating program: “The illuminating of the program in a foreign form can be considered as a set of goals, principles, and a rise in the merit of a person, the supremacy of that power.” More specifically, the program of education is given by O.Y. O.Є. Lebedev affirmed that “illumination of the school program is the program to reach the goals of enlightenment for the minds of this school” .

V.V. Egorov, examining the understanding of the program, bringing attention to its normative aspect: “the program is a document, which is more important to understand the specific installation technology for the implementation of this change. I.S. Yakimanska Osprita Natural Tractor Vіativno: Oswet Program - TsE-descriptions Systems OkhodVIV, Zdіysnyuvniy School Top Movement Saving Tsіliy, Assignment Program - TsEA Basis Inthimous Plan, Visniki ZMIST, Highness (Proflil) Osportny Zaklad, і ініть світная загровий за індивданізаціня ) uchniv.

It is obvious that the interpretation given understanding too wide. At zvyazku z tsim, rozrobka zmіstu, description of principle pobudovi, technology of realization Lighting programs are theoretically important and practically significant. In understandable lighting programs, such replacement blocks are seen. In the first place, the enlightenment of the program is considered as a program (system of entries) of the purposeful activity of the teacher and the child to achieve the planned goals of enlightenment. In another way, the illumination of the program is understood as a document that signifies the significance of activity. Thirdly, the illumination of the program by its own initial plan of singing directness (individualization, for example).

The team of our school considers the program as a tool for managing the quality of education, and the goals of the education program at any time become a guarantor of the health of such education.

One of the features of the illuminating programs is their classification. In the first place, the classification of lighting programs can be compared with the terms of viconnancy. There are short-line coverage programs, insurance for one initial day, middle-line coverage programs with the term of implementation from three to five, and also long-line coverage programs from a period of two to five years.

In another way, the basis of the classification of lighting programs is based on what type of lighting mortgage the lighting program is developed for. Based on this principle, it is possible to distribute lighting programs on lighting programs installed preschool education, education programs for higher education schools, education programs for gymnasiums, education programs for lyceums and education programs for other primary schools

Thirdly, by classifying lighting programs, I subdivided lighting programs into groups according to the breadth of the day. And here the program is illuminated, possibly by a normative document, which determines the current activity of the pedagogical team, and the illumination of the program is possibly positioned as a document, inviting the need for renovation of the educational institution. It is a group of illuminating programs, as a document, for which there are offenses. The lighting of the program is a normative document, for which it is necessary to change the current activity of the pedagogical team and direct, which should be used to update the lighting mortgage.

If you look at the lighting program as a document that defines the lighting activity, you can’t help but look at the structure of the lighting program. In Svittnіy, the program of the boutique of the Bethi is inherent in the same information, the characteristic of the socially deployed session of the ostective process, the painfulness of the body of the injection, method, method, pedagogical technologist, shave with the teacher to see the forms of streaming, Shaho, zastosovuyutsya at the beginning of the process, a plan for the implementation of the tasks set.

Set the sense and value of the lighting program in order to determine the purpose of the lighting process in the installation, designate yourself as a whole pedagogical system.

At zv'yazku z tsim, at the process of rozrobki osvіtnyoї program install іsnuyut sevnі difficulties. In order to expand the effective coverage of the program, the implementation of the next seven stages is necessary. The first stage is a deep analysis of the illuminating activity of the school at the current moment of the hour. At another stage, on the basis of data analysis, a diagnostic meta is put, as it may be valid. The third stage is to choose the right methods for identifying lighting needs for those to take the right input data to work. All the same, let's imagine at the fourth stage, revealing the problems of the school in the sphere of light and propagating the ways of their vision. In order to solve the revealed problems at the fifth stage of the development of the lighting program, it is necessary to learn all the participants in the lighting process. For efficient work of lighting the program, the first stage transfers the development of ways to implement the intermediate stages, the possibility of correcting the lighting of the program. The next step is to look at the methods of managing the implementation of the lighting program.

In this way, the main complexity of the process of development of the illuminating programs lies in the fact that it is necessary to develop a complex analytical and predictive work.

The team of our school promotes the onset of development to the formation of the structure of the educational program. The illumination of the program is extended by a few great blocks, as if spivvіdnosya іz the structure of the program that we propionated. Also, in the program of education you can see such a difference.

First division - rooftop windows about the install. We hope to give some information about the school, analyze the activity of the school for the remaining three years, and reveal the problems of the functioning of the initial mortgage. The analysis of data allows us to create a real lighting program. Another division is the number, task, priority directing. In this division, the goals of the educational program are formulated for the analysis of the data of the first division. It is especially important, in our opinion, to maximize the clarity and specificity of goals, the shards of the chosen goals, to determine the task, as if the program was given, that direct, for which it won't be realized. The third division - the organization of the lighting process . Instead of that organization, the process of creation is distinguished by the steps of education. As soon as the school program is written, then to whom the division is shown is the organization of the illumination process of the skin stage. At the article, the lighting program of the senior school is considered.

For that matter, the organization of the initial-school process is described, the formation of teaching and pedagogical technologies, it is hoped that the materials will be transferred from the initial-methodical base, and for the most part: software security - the programs of the initial courses, which have been assigned the mastery of the organization; didactic security - control and diagnostic materials with the method of assessing the quality of the material acquired by the students (tests, control work and then), the presence of alternative teachers; methodical safety.

Yak warehouse part illuminating the program speaks the initial plan Yogo forwards an explanatory note, in which the principles are developed and approached to the formation of the initial plan. The initial plan of the school is the її school component of the responsibility for achieving the goals formulated in the front section.

The structure of the lighting program is similar to reconcile that the other and third divisions are connected by direct logical links: the goals of the school are aligned with the main goal of their reach (initial plan) and with the specifics of the organization of the lighting process. Moreover, others act as if they were reaching the goals set by the school.

The fourth division is the management of the implementation of the program, which is implemented through the system of internal school inspections and includes entry, which allows you to take real data from the camp of the lighting process in the school as a whole.

Upravlіnnya realіzatsієyu osvіtnoї prog zdіysnyuєtsya through control dosyagnennyam uchnya rіvnya navchannya vіdpovіdno to vimog Reigning osvіtnіh standartіv, control zabezpechennyam zmіstu osvіti vіdpovіdno to vimog osvіtnіh standartіv, control vikonannyam programs of federal, regіonalnogo that shkіlnogo component The Teaching plan, control yakіstyu vikladannya, control zdіysnennyam vzaєmozv'yazku basic and dodatkovoї osviti.

Intra-school inspections include re-checking, evaluation and statement of the last and last results of training, with which both intermediate and final results are insured. Such a pidhіd allows you to correct the pace of the passage of the programs, zmіst osvіti. The result of the analysis of the sub-bags of the internal school inspection will be the correction of the lighting program, the initial plan.

Internal inspection of the lighting process is carried out according to traditional directives. One of the directions - ce to control over the quality of vikladannya, zokrema, vikonannyam initial programs We represent an important part of the management of the implementation of lighting control over the quality of education. Vin includes riven knowledge, reduce that novichok uchniv, reach the state illuminating standards, novichok independent knowledge of uchniv.

Analysis of these diagnostic aspects of knowledge, satisfaction of scientists and fathers with the illumination process at school, monitoring of the illumination of the activity of the school - all this allows you to correct the training programs, develop and develop, and establish methodological support.

In this rank, you can stverjuvati that:

1. Illumination program - the whole document, which signifies the acknowledgment of the illuminating activity of the pledge.
2. Vikoristannya osvіtnyoї program as a normative document allows the development of the osvіtnіy process of special-orientation, to show that the strength of those warehouses, as much as possible meet the needs of students and fathers.
3. The presence of lighting programs allows you to effectively review the effectiveness of the lighting process with respect to the stated goals and values.

The school can support all social groups of families, improve the real health status of students, and individualize the process of learning to improve the education needs of different groups of students.

The lighting program of our school is formed for the dekilkom by direct activities. Prіoritetnimi of them Je zabezpechennya bezperervnostі pochatkovoї zagalnoї, osnovnoї zagalnoї, serednoї (povnoї) zagalnoї one nadalі, serednoї spetsіalnoї abo vischoї osvіti, stvorennya minds for usvіdomlenogo Vibor profesії through company profile peredprofіlnogo that profіlnogo navchannya, rozvitok sistemi dodatkovoї osvіti, stvorennya minds for zberezhennya that improvement of physical and moral health of students.

The goal of the lighting program is determined by the task. When Rublobtskі Osplotno, by the programs of Realіzєmo, the Trannya: Zobrechennya Basovoy Oswet, Scho Vіdpovіda Vimogams of the Svittnіkh Standardіv, Onovogany ZM_St_StiTi Зрашива зарыванныем Сто стовів, Batkіv Ta Socіumuum, creating the minds for magnifier in the University of Technologi.

In order for the execution of the tasks set to be effective, it is necessary to correctly determine the lighting needs of the students.

Mi vikoristalis for this technique, which is included in the technology "Shvidka help in choosing a profession" G.V. Rizapkina. It includes the method of "Principal Orientation" by M. Rokich ( Addendum 1), Test of the intellectual potential of P. Rzhichan ( Addendum 2), Map of interests A. Є. Golomshtok ( Addendum 3), "Experiencer of professional advances" by J. Holland ( Addendum 4).. In addition, a survey of the life and professional self-development of students of the 9th grade of the middle school is carried out ( Addendum 5).

It is even more important to signify the satisfaction with the lighting process of the participants. To this end, the methods of A.A. Andreeva “Vivchennya satisfication of schoolchildren”, a questionnaire for fathers E.M. Stepanov "Satisfaction with the illumination process at the school" and "Methods of raising the satisfaction of fathers with the teacher's work."

We have created an education program for the school, as the education needs of students, allowing students to achieve high results. The result is a high level of knowledge of graduates, numerical wins at olympiads, various competitions, sports competitions, participation in conferences of various levels, entry of graduates to the VNZ and SNP for the chosen profile. Our graduates are successful, the goal is the result of the educational program that is being carried out at school.

List of victorian literature.

1. The law of the Russian Federation "About illumination" dated 10.07.1992. No. 3266-1.-M.: Sunday - 89, 2008, -112s.
2. The concept of a long-term socio-economic development of the Russian Federation for the period up to 2020. Order of the Order of the Russian Federation on the 17th leaf fall, 2008 No. 1662-r
3. The concept of federal state lighting standards for global lighting: federal state lighting standards for global lighting /Ros. acad. enlighten; for red. A.M. Kondakova, A.A. Kuznetsova.-M.: Prosvitnitstvo, 2008. - 39 p. - (Standards of the new generation). - ISBN 978-5-09-0190046-6.
4. Collection of normative documents for lighting installations of the Russian Federation, which implement the programs of general lighting / order. E. D. Dniprov, A. G. Arkadiev. - M: Bustard, 2007. - 443 p. -ISBN 978-5-358-02308-6
5. Artsev M.N. How to prepare the school program. M. M. Artsev // Practice of administrative work at school.-2003.-№2
6. Bakuradze A.B. Development of the educational program of the school / O.B. Bakuradze. - M .: APK and PRO, 2004. - 36 p.
7. Goryachkova S.A. that in. Install the program for the development of education: a basic and methodological guide for hearing students in advanced qualifications. - Arkhangelsk: AT IPPC RO, 2008.-134 p.
8. Holland J. Opituvalnik professional perevag / / Shkіlny psychologist: supplement to the newspaper "1 Veresnya". - 2007. - No. 2. - S. 5-13.
9. Golomshtok A.E. Map of interests//School psychologist: supplement to the newspaper "1 Veresnya". - 2006. - No. 14. - S. 3-15.
10. Egorova V.V. Recommendations for the development of educational programs for the school / V.V. Egorova, V.M. Malyutina, V.A. Pautov // Practice of administrative work at school. – 2003.-№3.-S. 3-9.
11. Lebedev O.Ye. Yakіst - the key word of the modern school (series "yakіst shkіlnoї osviti"). - St. Petersburg: filiya vidavnitstva "Osvita", 2008-191s. ISBN 978-5-09-018104-4
12. Lebedev O.Ye. Competence in education//Shkilni tekhnologii.-2004.-№5.-С.3-12.
13. Peculiarities of the development of the educational program of the school: With regard to the work of Natalia Oleksandrivna Davidova, director of the MOU ZOSh No. 10 in the city of Birobidzhan. Birobidzhan: OblІUU, 2005. - 70 p.
14. Pildes M. Recommendations for the development of the educational program of the school. /M. Pildes, A. Bakuradze // Director of the school. - 2005. - No. 7. - S. 11-20; No. 8. - S. 10-20; No. 9.-S. 27-33.
15. Workshop on age-old psychology: Heading guide / ed. L.A. Golovey, E.F. Ribalko.- St. Petersburg: Mova, 2005.-688 p.: il.- ISBN-5-9268-0046-9 (Rokich p. 524)
16. Psychological and pedagogical support of pre-professional training: informational and methodological collection for illuminating installations. - Arkhangelsk, AT IPPC RO, 2006.-98 p.
17. Rezapkina G.V. Vіdbir to profile classes: series "Psychologist at school" / M.: Genesis, 2005.-124s.- ISBN-5-98563-012-9
18. Rezapkina G.V. Secrets of choosing a profession, or a graduate's travel guide. - M.: Genesis, 2005. - 140 p. - (Psychology for life).
19. Rezapkina G.V. Shvidka help in choosing a profession. A practical guide for teachers and school psychologists - M. Genesis, 2004.-48 p.- ISBN 5-85297-084-0
20. Rzhichan P. Test of intellectual potential / / School psychologist: supplement to the newspaper "1 Veresnya". - 2008. - No. 12.-S. 5-14.
21. Rokich M. Methodology "Tsіnіsnі orientatsіy"// Shkіlny psikhologiya: dodatok to the newspaper "1 Veresnya". - 2008. - No. 11. - P.3-8.
22. Khizhnyak O.S., Fedeneva R.M., Rindak V.G. Management of education as a pedagogical problem. / "Head teacher" No. 5,2001
23. Shishov S.Y. School: monitoring the quality of light / S.Y. Shishov, V.A. Kalnei - M .: Pedagogical Suspіlstvo Rosії, 2000-320 pp., Appendices ISBN 5-93134-069-6
24. Yakimanska I.S. . « The technology of special-oriented education in modern schools "/ M.: Veresen, 2000.-176 p.-ISBN 5-88753-039-1
25. Lighting quality management: current trends. Theory and practice [electronic resource]: an electronic guide for the construction of lighting installations / Volgograd: Vchitel, 2009. - 1 electron. opt. disc (CD-ROM).
26. Yakimanska I.S. . « Principles for motivating the development of programs and special development of studies "- [electronic resource]: Access mode: http://www.portalus.ru/modules/psychology/rus

1

1. Appakova E.G. Axiological approach to special needs // Historical, philosophical, political and legal sciences, cultural studies and mystical sciences. Feeding theory and practice. - 2015. - No. 5-1 (55). - S. 17-19.

2. Teitelman N.B. Demand to educate students of non-state universities: dissertation…. cand. sociol. Sciences: 22.00.06 / Mikola Borisovich Teitelman. - Yekaterinburg, 2004. - S. 42.

3. Chadaev A.Yu. Marketing of the services of the main initial mortgage on ambushes of the information model / O.Yu. Chadaev, L.A. Vasin. - M.: Finance and credit, 2013. - 159 p.

People are impersonal needs, under which it is accepted to understand the lack of necessary support and the development of life. In different classifications, one sees material and spiritual, physiological and social needs. In the economy, as it is customary to call knowledge the economy, lighting needs are of particular importance, because through their satisfaction in the economy, knowledge grows the main resource - human capital. In my robots, try to look at the essence of the understanding of “light needs” and the particularity of their formation in modern minds.

For its daylight, it is understood that “lighting needs” means the need for food, the people need lighting, and that lighting will be required. In the light of your needs, you need to understand the need for human competence, which is necessary for the resolution of life of important problems, as a special, professional character. Heterogeneity of life at a glance, health, living space, professional directing, too. generate the immediacy of the impersonal lighting needs. With a protracted life in one and the same time, people experience changes in lighting needs in the fallow period in the situation, in the same wine they appear. The reason is the need to provide a whole set of different benefits to the satisfaction of the needs of the designated type.

It is important to think about what the people themselves need for light, without respect for those who can pay for the light themselves, and the robot-giver, and the state. Such a change of mind is consistent with the market postulates (sustainability - home dominance, in this state of affairs, it becomes a human being, as it gains and increases competence), as well as the provisions of the theory of human capital, sgіdno z (human capital is not in order, it’s in order) .

At once, you can see about those kilka rivnіv shaping the lighting needs:

In the Rivni Okareni, people, Scho, zi Zmіniyu structuri of the Osshistosti, formulas, ї іnetesіv, Tsіnnіsnyh Orієntatsya, T. Motivіv Zhittєdіyalnostetі, back with the osvitchkom of Ovіtnіkh, the requirement of the Estuary is active, through Navitsya, the Navichnaya Zdіyshuyuyuya;

On the group Rivnі, shho zoomed by the fitted internal assembly installations, dialing references group, professional-kvalіfіkatsіynyi vimoga, Shaho robbing Zannytiytі TA (Abo) Car'єrna Znostatnynya, back zhostyku osvіtnіkh Remembered by SPOSIB ... social status and etc.;

On the level of the entire society, which is in the middle, on the one hand, the cultural decline and the social and economic success of the forward generations, and on the other hand, the changing nature of the social practice of the institution of the profession, and, as evidence, manifestations.

In this way, that chi іnsha osvіtnya need in the economy knowledge is framed by the camp of the economy, social and cultural assets, including the social structure of the household, as well as by the living conditions of a particular person with її spiritual and material needs. The very need for education can be expressed in the active-dialnisnoe position of a person to the sphere of knowledge, conditioned by sociocultural factors, as well as in the characteristics of development, professional development, and special self-development and self-realization.

Rosemіїтта Ta Mіnvіttystnіh Application Operations of Liberty Lyudi In Umovach Ekoniki Knigns Didn't Tіlki і not stilki z rіznankitias Virributes, Skilki Zi Starnuny Men's Tom Nechidnіsty Dysenniynnya Competetsii for the Uchіshnoshno-Scho Zmіnіnyuzh. Moreover, this need is also manifested on three equals: people-practitioners, entrepreneurs, powers.

Among the lighting functions, you need to see the following:

Form illuminating interests and goals;

act as the cause (motive) of enlightened activity, the basis of the motivational mechanism of regulation;

Orienting in the choice of way to solve life problems.

From the point of view of the kіntsevoї tsіl'ovoїї orientation, lighting needs can be subdivided into the following:

material growth,

Status prosuvannya,

Professional excellence,

moral self-denial,

Social adaptation,

Spiritual self-realization.

It is important that the skin from these foreseen can become a spontaneous motive before the mastery of this other light program.

Appointments for lighting needs can be divided into:

Basic (primary), at the borders of some kind of prosperity, enlightenment is seen as a way to solve the problem of survival, a guarantee of income and protection against the future;

Secondly, which includes exercising to professional and financial success, the ability to self-expression, the ability to lie down to the singing social level of the professional group.

It doesn’t matter if you change your mind, what you need can be satisfied with other, more powerful ways. To that it is possible to bring them up to enlightenment with such a frequent intelligence, it is less possible for that person, if their implementation is mediated by the achievements of enlightenment and the attainment of relevant competencies. It is important that the economy knows the priority of satisfying lighting needs from one side, reorienting resources from the source directly, from the other, - creating in the population a rethinking of its development as the basis of competitiveness.

Bibliographic request

Vasilenko N.V. LIGHTING REQUIREMENTS AND FORMING IN THE ECONOMY OF KNOWLEDGE // International Journal of Experimental Education. - 2016. - No. 3-1. - S. 33-34;
URL: http://expeducation.ru/ru/article/view?id=9617 (date of submission: 02/01/2020). We respect the journals that are seen in the journals "Academy of Natural History"

Special lighting needs of students with ASD

The development of links between an autistic child and a close person and society has been destroyed and it is not right with the norm, and it is not right, like in other children with disabilities. PSYCHIONNY DISPENTIVES AUTISISM NOT ABOUT ABOUT ABOUT ABOUT WORKS, VIN SPLATIVES, OSKІLKY PSYCHNI FOOD MERCIA TYPEMY DITYSODIA NOT IN THE RUSLI OF SOCIENCE MODEMODIA MODEMIA, And Velikoy Miro Yak Square Outstimemulyatsії, Satitude, and not a mercy of the sulfur.

The development of the development is characteristically manifested in the change of the spivvіdnoshennia simple and folding in the navchannі child. Vіn may mother fragmentary statements about navkolyshne, do not see and do not comprehend the simplest connections in what is seen in everyday life, why not specifically start a wonderful child good luck, but to show competence in formal, abstract circles of knowledge - to see colors, geometric forms, to sing with numbers, letters, grammatical forms just. It is important for these children to actively attach themselves to small minds, new environments, so such children have such vigor and develop new skills, and the accumulated knowledge is filthy realized in life.

The transfer to such children of social dosvіdu, introduction to culture is especially difficult.Establishment of emotional contact and education of children in the development of practical interaction, understanding of what is happening, establishing the basis for special psychological and pedagogical assistance in autism.

Particular lighting needs of children with autism for an hour of high school education include, high-level, powerful children with disabilities, such specific needs:

• in a significant part of the fluctuations on the cob, learning to blame the need for step-by-step and individually dosed introduction of a child in a situation of learning from a class. Vіdvіduvannya klasu can be regular, but albeit regulation vіdpovіdno up to the ready ability of the child to cope with anxiety, vtomoy, peresichennyam and overexcitement. In the world, a child’s call to a situation of learning in a class can be approached to a full inclusion to a cob school school;
• a choice of lessons, like starting a child, is guilty of starting out quietly, dey won't feel the most successful and fixed and step by step, if possible, including all the others;
• Bіlshіsti D_Ti Z Solichki Self-Unslugged Self-Unspecification: Nefually Boothness Preparing Up Ditini, Problem, Problems of Vibrian toilet, Izdalnі, Z Viberkovіstyu in їzhi, it's not necessary to transit zapitanya, skarzhitisya, zaryutisya for help. Starting school, sound the motive of the child at the bottom of these difficulties and try to find a way to improve the development of social and social skills;
• a special support for children (individual when working in a class) is necessary for the development of opportunities for verbal and non-verbal communication: turn around for information and help, express your attitude, assessment, good luck, rise up;
• you can blame the need for a timchasovoy and individually dosing podtrimtsі as a tutor, and as an assistant (caregiver) organization of the whole child's rehab at the school and її nachalnoj behavior at the lesson; pіdtrimka is guilty of progressively reducing and znіmatisya in the world the sound of a child, mastering by her the order of school life, the rules of behavior at school and in the classroom, the beginner of social and social adaptation and communication;
• on the cob navchannya, for the revealed need , in accordance with the class, the child can be provided with additional individual employment with a teacher in the form of adequate initial behavior, to enter into communication and interaction with the teacher, to adequately accept praise and respect;
• perіodichnі іndivіdualnі pedagogіchnі zanyattya (cycles take) neobhіdnі ditinі of PAC navіt at sformovanіy adekvatnіy navchalnіy povedіntsі for control of osvoєnnyam them new The Teaching materіalu in klasі (scho Mauger Buti vazhko Yomou in perіod zvikannya to school) i, when neobhіdnostі for nadannya іndivіdualnoї korektsіynoї Relief have mastered the Programs;
• it is necessary to create an especially clear and well-arranged temporal-spatial structure of lessons and the entire re-education of children in school, which gives support for the understanding of what is being learned, that self-organization;
• special work is needed to promote the child to the possibility of participating in the frontal organization at the lesson: planning for the language period, the transition from individual verbal and non-verbal instructions to the frontal; in vikoristannі forms of praise, scho vrakhovuyut osobennostі children with ASD and vіdpratsyuvannya mozhlivostі adequately spriymat zavozhennya to your address and to the address of comrades in education;
• in the organization of learning such a child and assessment її attaining the necessary appearance of the specifics of mastering the skill and acquired information in autism, the features of mastering “simple” and “folding”;
• it is necessary to carry out special divisions of correctional training, in order to saturate the fragmentary nature of the notification about the emergency, the implementation of the benefits of communication, socially-based skills;
• the need for special correction of the work of understanding, ordering and differentiation of the individual life of the child, very uneven and fragmentary; help you to help in the treatment of hostility, guessing, looking at the future, the development of the ability to plan, choose, fight;
• a child with ASD will require special assistance in ordering and comprehending the acquisition of knowledge and knowledge, which does not allow any mechanical formal accumulation and use for autostimulation;
• a child with ASD will require, accept, on the spot, a special organization for a break , for those who are well-trained, they are busy, which allows you to choose, for the possibility of joining the Cosmos with other children;
• a child with ASD for the well-being of the cob osviti will require a mindfulness of training, which will ensure the environment of sensory and emotional comfort (there are a lot of sudden mood swings, even that warm tone of the teacher’s voice should be such a learning class), orderliness and transition;
• it is necessary to have a special installation of the teacher in the development of emotional contact with the child, encouragement to someone else, to whom to accept, to sympathize with him, to whom to take a successful day;
• the teacher is guilty of translating the installation to his comrades in the education of children with ASD, not by reinforcing his special features, but by showing his strengths and calling out to the new sympathy for his goals, to make children accessible to each other;
• it is necessary to develop respect for children to show close grown-ups and comrades in training and special assistance in roman situations that are with other people, their mutual relations;
• for the social development of a child, it is necessary to vikoristovuvat іsnuyuchi vibrkovі zdіbnostі;
• the process of yogo education at the beginning of the school is to blame for the support of psychological support, which optimizes the interaction between the child and teachers and comrades in education, with the school;
• a child with ASD already in the period of cob lighting will require an individually dosed and incremental expansion of the lighting space beyond the inter-light mortgage.

In the previous divisions, there were described general and specific patterns of mental development and mental activity of children that lie up to different types of dysontogenesis (Ch. 1), that psychological features -nine).

Sered specific rice, which are guarded with all the shortcomings of the development, you may see a combination of features, which indicates the need for the organization of special psychological and pedagogical assistance to the development and learning from the children's assistant. Qiu sukupnіst osobennosti accepted to be called special illuminating needs. Irrespective of those who have been accustomed to this term for a long time, it does not open up and is not comprehended by a sufficient world. In Lіterturі є Pedagoghne Vernachennia: "Spetsіalnі allot of consumers to consumers (іndivіdualіzovyovy) Umobov Invortenna, turns on Tekhnіchnі, the special sample of the methods in the inhabitant, and the use of the Medichnye, the socially owner of the first posts for the successful ingowning" . Such a rationale needs to be considered in the classical psychological context, including as an internal spoofing up to the recognition of activity, and the possibility of creating a function of activity, tobto. ability (and the song of the world that mind) learning. Promoted gave psychological purpose to be based on such an approach.

Special lighting needs - tse consumption in the minds necessary for the optimal implementation of actual and potential abilities (cognitive, energetic and emotional-volovyh, including motivational), if you can show a child with water development in the process of learning. It is not only the school, but also the preschool period, that corrective-developing work with the child in early childhood. It has been empirically proven that the position of L. S. Vigotsky about those who "learned development" is of particular importance for children with development (div. paragraph 1.3).

Significantly the most significant warehouses of the skin component in the significance of the possibilities. From cognitive storage volodinnya rozumovyh operations, the ability to capture and save the acquired information, active and passive vocabulary and accumulated knowledge and statements about the world of need. Rozum's activity and practicality can be seen to the energetic possibilities, and to the emotional-volovic ones - the directness of the activity of the child, the cognitive motivation, as well as the possibility of raising the heart and the morning of respect.

Recalculated ability, intermingled with those characteristic of children that develop normally, educated by visions over 40 years ago V. I. Lubovsky's wild and specific laws of the damaged mental development (div. ch. 1, 2). The rest are manifested by a different world of manifestations in their own comrades for all the disorders of mental development. Scho stosuєtsya Process navchannya naybіlshe value to our look, Got upovіlnena have porіvnyannі of sposterіgaєtsya under normal rozvitku, shvidkіst Priya, pererobki that vikoristannya Informácie (іnakshe Saying to, upovіlnenіst sensory-perceptual protsesіv) Mensch obsyag Informácie scho zberіgaєtsya i zberіgaєtsya (tobto greater low efficiency of memory processes).

The song is difficult to call out as well as a deake of the development of a moving development and its own, for the skin appearance of a damaged development, a lack of language, yaki, zagalom, can be recognized as a lack of verbal mediation; in the development of all kinds of pink activity, specific shortness of motor skills; low practicality and high visibility.

The significance of the shortfalls of the damaged mental development is explained by the fact that the mental activity is mental, that the material basis is the central nervous system, that it is a whole, a collapsible single system, that all functions are interchangeable. At the link with this function, the lack of one of the functions (the first defect, according to L. S. Vigotsky) is inevitably indicated by the activity of others. Also, in the manifestation of a mental disorder, a significant role is played by defects in intercentral interaction.

Negatively pouring in the primary defect, tobto. having shown the listing of regularities, it is more important that it is stronger than the expressions and that the function is primarily broken. In the process of ontogeny, this negative influence is progressively weakened, especially for the minds of the correctional development, tobto. specially organized training.

The number of regularities was seen from the improvement of high school data taken by psychologists at the Institute of Defectology of the Academy of Pedagogical Sciences of the USSR in the 1950s–1960s. and later (div. ch. 1, 2), as well as the order of foreign contributors (div. ch. 1, 2). Their manifestations are invariably confirmed by the latest achievements, especially by the relative ones.

Having manifested the listing of regularities and peculiarities at once from the cold, calling out the primary defect (for example, a lack of auditory harmony), complicating the Cosmos with the necessary world, "growing into culture" (L. Z. Vigotsky), then. sensory adaptation. It is not necessary to bring up one more reason, especially at the time of the beginning of school education, the characteristics of special lighting needs: children, as they did not undergo special correctional training preschool age, they appear without knowledge, learn and learn, as they are necessary for the education of the school program, which will overcome the difficulties of the learner. You can change these problems only by organizing a special training, tobto. navchannya z urahuvannyam osoblivih primal needs of children. At your black tse transfer:

• 1. Preparing children before graduation with a school program to take propaedeutic paths.
• 2. Forming in them a cognitive motivation and a positive setting before the wedding.
• 3. Upovіlneniy tempo podnesennya novikh znan.
• 4. Smaller obsyag "portions" of given knowledge, and to teach all instructions and to teach teachers to improve those who have the law of the "magic number 7 + 2" of children from the waters of the development of children, tobto. obsyag іnformatsiї, scho zam'yatovuєtsya, they have less.
• 5. Vykoristannya most effective methods of training (problem of strengthening the sharpness in various forms, inclusion of practical activity, sustenance of an accessible equal problematic approach).
• 6. Organization to borrow in such a way as to uniquely protect your children.
• 7. Maximal exchange of third-party stimulation at the beginning of the stimulation process.
• 8. Control over the understanding of children of everything, especially verbal, initial material.
• 9. Pobudova situation of learning about improving the sensory abilities of a child, which means optimally positioning of the working area, sound-assisted equipment, etc.

Particular lighting needs of children from different areas of development are manifested by different world manifestations in different days, which require the obviousness of different forms of organization of education - from a deeply differentiated to an inclusive one.

Start the next mother in the country: if a child didn’t get started with the opportunities for health - in a special way, or in the minds of integration - there can be a special education. Only in this way can one achieve a successful adaptation of a child to school and enlighten them well, as if one would be mindful of adaptation and integration in a remote, mature life.

• Novotortseva N.V. Correctional pedagogy and special psychology: a dictionary. SPb., 2006. S. 112.
• Div: Lubovsky V.I. Follow-up memory at the stage of differential diagnosis (method of T. V. Rozanova) // Problems of diagnosis in the current system of psychological support of children with limited abilities: zb. Art. M., 2010.

Lighting needs of students(further - OOP) - suspіlnі consumption in splіnіy osvіtі, in the creation of optimal for the implementation of energy, cognitive and emotional-volovyh possiblities of uchnіv minds. The stinks are interfering with the interests of our children, as they may find it difficult to learn and do not fit into the standard lighting framework, and that will require the creation of special minds, the selection of special programs and materials, and the provision of additional services. OOP is caused not only by the manifestation of the possibilities of health, but also by the difficulties, as it is known to the students at the school.

The concept of “illumination needs” without any decoding is vikoristovuetsya at the Federal Law “On illuminating”, de vin appears:

• advanced understanding of the rights of a person for the implementation of needs;
• the emergence of the modern society of the society of the creation of the necessary education of children's minds.

The history of understanding "special lighting needs"

The concept of "Special Educational Needs" (OOP or Special Educational Needs) was first introduced by Mary Warnock in London in 1978. The scrub in it was deposited to reach Vuzkiy Sens Sense Roboti Z D_timi іnvalіdnіstu, by Systemic Chargers, Ale Zenoma Pon'tha Viyashlo to Noviy Model Іnvalіdnostі, by becoming a part of American, Canadiano, such as Varropiji, Culturi, and the School of School. The concept of OOP is actively distinguished by folding developments about specific needs of learning, molding individual training plans, adapting programs.

On the international level, the rights of those who do not have the right to special lighting needs are fixed in the Salaman Declaration on principles, politics and practical activity in the lighting sphere, as was adopted in 1994 by the ROC. The text of the document fixes the right to special needs for access to education at the best schools, where the necessary minds can be created. The document “Framework for the Education of Children with Special Needs” shows that in schools the responsibilities for the skin child are independent of the movable, social, intellectual, that she has, or physical features. In this way, especially illuminating consumers may be gifted children, learners with physical and rozum vadas, like pracsyut and bezpritulnі, socially disadvantaged and lie down to ethnic minorities.

Save yourself so you don't waste:

More knowledge about the organization of the lighting process for students with disabilities and the identification of special lighting needs will help the statistics of the electronic journal "Advisor of the protector of the school principal"

- It is shown that the fathers need it, as they are learning from HIA (planning and organization)
- how to organize the lighting space for students with the opportunity to improve health (Yakі nachayutsya z obrazhenimy zdorovnosti zdorov'ya)

The term OOP has appeared more than on the cob of the 2000s and not yet in the world behind the zahіdny term, prote vyslovlyuє pragnennya suspіlstva podmogt podmoglit dіtâ know іє іsce і zhittі, zdobuvshi yakіtus. First in Russia, K. Schneider spoke about special needs, as she looked at the chains of work in sociology, sorting out the understanding of “normal” and “abnormal”. Vaughn propagated a triune system of categories: children with unfriendly minds, children with difficulties in those with disabilities. Fahіvtsі Institute of Correctional Pedagogics RAV, regardless of the needs of students with disabilities, could see beds for different groups of children lighting needs of schoolchildren:

• in particular zabakh pokrokovogo navchannya, differentiation and yakіsnoї іndivіdualіlіzії svіtny protsess;
• Vіdpovіdno to diyalnostі vuzkih raznoprofіlnyh fahіvtsіv, zaluchennya batkіv i vіdvіv vіmіv іmey schoolboy;
• at molding especially timchasovoy and spacious organization of the middle of the training;
• at the border expansion of the lighting space, going beyond the interstellar and between the OS for prolonging the initial process;
• at the introduction of such divisions of education, there are none in the program for children who develop normally, but they need to learn with special needs.

Who are the children with special lighting needs?

Children with special educational needs - learners, if they require additional help from teachers, specialists and fathers, provision of additional support in the process of training. Seeing such a category of schoolchildren to learn about the step-by-step approach to the suspile lexicon to understand “development anomalies” or “development anomalies”, to distinguish between “normal” and “abnormal” ones. To the very same individual lighting needs of students can be blamed in children for a century, as in special socio-cultural minds, for physical and mental disorders, gifted children. For children with OOP, for the acquisition of knowledge, special minds are needed, so as to allow them to learn in a comfortable atmosphere. In the future, there is a need to change the accents of the child and the lack of children, the manifestation and satisfaction of their needs in special needs and minds of education, which demonstrate the viability of the skin yogo penis.

The concept of "children from the OOP" is dermal, which illuminating difficulties go beyond the inter-level standards. Russian science sees three categories of children with special lighting needs:

1. children from the risky group (they live in hostile minds);
2. for some vinicks, there are no difficulties for the navchans;
3. with characteristic obzmeniymi opportunities of health - with impaired hearing, eyesight, intelligence, movement, musculoskeletal apparatus of a different level of diversity, autism, emotional-volitional and collapsible structure disorder.

Yak Rule, D_Tezi Willtitvi Svailing Threesweets Sposier Again The Problems of IZ Zagaliu Ta Dribnoy Motorico, Pilot Dyalnіsty, Vony Majut Nutty Wide Circier Tom Svіt, Demonsturing Non-Moonkabelnіst, Pesmіzm, Zagalmovniy Movy, Nevminnya to control your own words.

Lighting needs of schoolchildren

It is a pity that the understanding of the special lighting needs of the trivaly hour was not protected when the initial program was put together and the plan was not taken up to respect from the Russian methodical and pedagogical departments. With this, it is important to note that especially illuminating needs can be blamed not only on children with disabilities, even with barriers and difficulties on the path of wellness, knowledge sticks richly learned, for an hour it is spontaneously unacceptable. PLO is constant, but they are manifested by different worlds in different disruptions and different life situations.

Therefore, in order to discover the potential of learning, improve the quality of life of children, giving them the opportunity to get good enlightenment, it is important to protect the thought of children, their OVP, engaging in universal education of potential transitions to the path to knowledge. Even if you want to take away from the school the necessary assistance and respect from the school, you need to take care of them, but then concentrate on obstructing children with disabilities. The problem needs to be addressed systematically, without looking at the framework of the school of the chi class, OOP can be based on the aphids of socio-cultural, economic and psychological factors.

Vivchennya special lighting needs- the first line of the head of the modern school, as it allows:

• develop an adapted program, create an individual educational route for learning, encourage the program to work with it, develop pedagogical skills and goals;
• zdіysniti psycho-medical-pedagogical support and correctional work with teaching;
• designate a system for assessing planned results and achievements;
• raise the level of satisfaction of the fathers with the quality of education, take the operational turnaround in the direction of the successful subjects of the initial process;
• to raise the rіven of vіtchiznyаої osvіti, to ensure the sovereign guarantees on equal strength of all the citizens.

Warehouse special lighting needs, which determine the minds of children (remotely, in inclusive schools, groups of combined or compensatory directivity):

1. Cognitive - vocabulary stock, romatic operations, knowledge of that revelation about the world of the world, building to remember and correct information.
2. Energetic - practicality, sitting and rozum activity.
3. Emotional-volitional - building up respect, concentrating, motivation to recognition and direct activity.

All OOPs are subdivided into four great groups:

Group 1. Lighting needs related to the special organization of the creation process

Type of needs	Characteristics of OOP
Competence of teachers and higher education faculty	The stench is due to the nobility of the special development of children from physical and rozumovym vіdhilennyami, vikoristovuyuchi tsі knowledge for the organization of the lighting process, the adaptation of primary programs. Teachers need knowledge of corrective and primary technologies to master them in the workplace.
Individualization of lighting route	Education for children with disabilities is provided remotely, at home, in other classes for children with disabilities, in inclusive schools and classes.
Adaptation of the lighting medium	Through visual structuring and clear organization of the space, the creation of a motivating medium, scho vrakhovuє sposoblivnya іnformatsії ї іnteresi іdіnі, emotsiyny sv'yazyazk і teacher, virtuous stavlennі іnshih іnіv, zluchennya іtії ії ії ії ії ііdіnіаі.
Anterior preparation before the frontal training	It is associated with insufficient adaptive capacities of children with AFP, difficulties in communication and interaction, manifestation of emotional, mental and cognitive impairments. And here the children gradually form the habits of the initial behavior, social interaction, take it from mini-groups and groups.
Adaptation period	Knowing the difficulties of adapting to unprimary minds, it will take an hour for those who learn to get used to school. At this stage, the stench is guilty of step by step to delve into the situation of that life of the class, to gain initial motivation, to know the emotional relationship with teachers. For whom, it is recommended to have a flexible schedule of regular teaching of lessons, to take the most important lessons for children, to move from fragmentary to complete learning at the beginning of the process. The help of a tutor is still relevant, which is a kind of support for learning from primary, communicative and social situations. If the adaptation period reaches the end, I will help the tutor to minimize it, so that the student becomes independent, the sound is up to the school initial process. In order to help in the adaptation period, it is important to reduce to the depth of mastering the program material, which will become an additional source of motivation to start school.
The presence of an adaptive program for a complex psychological and pedagogical support	So that the students of the OOP could master the education program, having overcome the characteristic difficulties in mastering the educational programs, they need additional help as a teacher, ale and tutor, teacher-speech therapist, speech pathologist, social teacher and additional education teacher.
Interaction between fathers and schools	Only a little coordination of all the participants in the lighting process is allowed to achieve the greatest result, that the fathers and teachers should develop a single strategy for the initial-student process, win the single algorithms of the same solution, zastosovuyuchi practical knowledge of the teacher and the knowledge of
Individual assessment of lighting results	An individual system for evaluating results guarantees children from the OOP situation success and the ability to feel comfortable among classmates who typically develop. The criterion for the effectiveness of the training may be the achievement of the planned results in the development of the adapted lighting program.

Group 2

Type of needs	Characteristics of OOP
Individualization of the adaptation of the adapted main heating lighting program	According to the Federal State Educational Standard, several variants of the adapted program are allowed. As a rule, for children with special lighting needs for individualized lighting on the basis of ATOP, they expand and implement special individual program development (SIPR) and adapted lighting program (AOP).
Formation of social (life) competencies	I will learn the need for life competencies, skills: It is important for them to learn the habits of everyday life (socially-pobutovі, komunikativnі) that lead to difficulties in the virishenni of everyday situations; children from OOP are not able to easily transfer theory to practice, vicarious school knowledge of everyday people, so they can understand the social context, master social behavioral norms. The development of life competencies transfer molding: functional skills that are necessary for everyday life (communicative, social, socially-pobutovyh just); vminnya vikoristovuvat newcomers, get a good hour of training, for the minds of everyday life; life competencies, closely related to UUD, bypassing the lesson and post-hour activities.
Replacement of academic / initial goals with alternative ones	The academic goals of education do not become relevant for children with intellectual disabilities, and to this end, replace them with more functional competencies, which will be necessary for everyday life. Children should not start writing literate, but the correct interpretation of thoughts, not arithmetic deeds, but the recognition of numbers. that improves the quality of life of learning from ORP.
Asking for the main lighting program	Depending on the type of damage for children, choose one of the four options for AOOP. For example, another option may be on the basis of the introduction of universal initial diy and communicative results, and the third and fourth option - the simplification of subject results and the reduction of metasubject ones, to change the UUD, the basic primary tasks come.

Group 3

1. Easier methods of presenting basic material - teachers adapt methods of explanation, vicorist science, simplified language and other ways of conveying auditory information.
2. Simplified instructions - advanced rich-stepping algorithms are not clear and important for children with AFP, so they need marginally simple instructions, like splitting into parts, writing down on doshtsi, depicting diagrams, visually demonstrating the effects.
3. Dodatkova visual support - explaining the new material or demonstrating the algorithm of the vision of the day, it is necessary for the reader to pay attention to the most important basic forms of the idea of ​​learning, to win more supporting schemes, tables, armchairs, scientific models and pictures.
4. Vіdmova vіd podvіynyh vymog - it's a pity, children from OOP are not aware of the rich task, so the podvіyni vimog for them is often impossible (for example, write down the words and subscript letters, verse the butt and carefully write down yoga). For any teacher, the following priorities should be set, having gained only one z in the best possible way, to focus on his learning, minimizing the additional strength to the initial task.
5. Crushing the initial tasks, changing the sequence - the students of the OOP can demonstrate a faster pace, more sharpness and quickness of the processing of information, and it’s easier to conquer the material step by step.

Group 4

Correction of the work in the process of psychological and pedagogical support in support of socialization:

1. The development of socially acceptable behavior and activity - adaptive and social skills in children with SEN is insufficiently developed, which provokes the consolidation of maladaptive forms of behavior, which can lead to less formation of the correct communicative-social skills.
2. Help and development of communication - group and individual correction activities allow you to formulate dialogue and communication skills, teach a child to work in situations in such a situation, learn about prohannya, drink and others. Children are taught to support Rozmov, initiate Rozmov.
3. Formuvannya navichok sotsіalnoї vzaєmodії, sotsіalno-pobutovih that navichok samoobslugovuvannya - іndivіdualnі that grupovі zanyattya, korektsіyna robot dopomozhe sformuvati navichki sotsіalnoї vzaєmodії of odnolіtkami that matured (navichki gris, spіlkuvannya, vzaєmodії the lessons abo posture school), and takozh navichki zhittєzabezpechennya that samoobslugovuvannya.
4. The accumulation of that expansion of social awareness - at the lessons and after-hours visits at the course of purposeful work, children otrimuyut social and communicative skills, accumulating like a stench expand their social awareness.
5. Expansion of the statement about society - dosvіd vzaєmodії z otochyuchimi to comprehend and systematize in the course of corrective work, as it will be oriented to the development social rules that norm.
6. The formation of adequate expressions about emotions and ways of their expression - a psychological correction of the robot, is aimed at informing children from the PLO of their experiences and emotions, adequate ways of their expression (facial expressions, gestures) to social development.
7. Formation of whole manifestations about oneself and the navkolyshnіy svіt - fahivtsі help learn to systematize and order the manifestations about oneself that svіt, like in children with AFP are often incomprehensible and fragmentary.

Realization of special lighting needs

Today, we see some specific features of the implementation of inclusive education for children with disabilities:

1. Special training may begin with a significant damage to the rosette.
2. In osvіtі vyvinnі vikoristovuvatsya spetsіalnі zasobi (methods, materials, programs), yakі allow іndivіdualіzvаtі і diferenіyuvatі nachal'nyy tsess, including і after graduating from school. So, for the improvement of motor functions, additionally, classes are carried out by likuvalnaya physical culture, training groups of lapel or painting, and for the development of new primary disciplines, propaedeutic courses are conducted. At the same time, you need to win the training, so as not to disturb the children.
3. Vidpovіdnіst osvіtnіoї dіyalnostі to the needs of uchnіv- zmіst navchannya may in accordance with the psychophysiological needs of children, to this include employment with the development of the zonal function of the auditory-optical spontaneity, fine motor skills, communicative and adaptive skills, socially-oriented orientation and others.
4. The maximum expansion of the lighting space with the help of prolonging the lighting process until the end of the school, and after that (the development of information and the formation of the necessary skills is achieved at a comfortable pace for learning).
5. Activation of cognitive activity, positive attitude to education, independence, making decisions, ensuring universal development of specialty and laying the foundations of a scientific svetogladu.
6. At work with such teachings, teachers and fathers, as well as psychologists, defectologists and other teachers, who are really lucky, will be guilty.

Who will take part in the creation of an organization of an inclusive environment?

Inclusive education for children from the SLO is handed over to the work of a great team of teachers and fathers, directed to:

• appearance and education of the lighting needs of the spontaneous lighting services (learners and fathers) to the extent of the cost of lighting;
• molding of an individual lighting route and an adapted training program;
• systematic control of the efficiency of the educational process with further correction of pedagogical tasks and goals;
• the establishment of a healthy connection and a stable relationship with members of the families of the students.

To work with students with special needs, they get not only teachers, tutors, and class scientists, but they expand working materials and programs, and additional teachers - assistants, like physically helping schoolchildren with special needs and difficulties in the middle. At the same time, special practitioners are connected to work - defectologists, speech therapists, psychologists, special knowledge and skills of such help better adapt children to education, help them achieve greater results, develop their potential.

Functional obov'yazki fahivtsiv, yakі pratsyut z children z ORP

• Teacher - for the support of the psychologist, we develop the adapted program, work the program in the classroom, adapt the day-to-day work and the primary employment and the need for teaching from the GRP, form the base of special technical assistance and primary assistance.
• The tutor - ensures the adaptation of children with disabilities to the superior class, develops an individual lighting route with an eye to the needs, interests and peculiarities of the school, designing the primary medium, methodical work, adapting the lighting process.
• Assistant - additional practitioners, like giving physical and adaptive help to children. The stinks help with table accessories, dress up and loosen up, shake accessible infrastructure facilities, give help to the first in emergency situations. Assistants create comfort for learning and learning at school, helping to make physical wadi.
• A defectologist - promptly reveals psychophysiological damage in children, recommending a correctional support to them. Obiraє type korektsіynoї Relief that optimalnoї osvіtnoї Warming planuє іndivіdualnu that grupovogo korektsіynu robot kontrolyuє protses osvoєnnya osvіtnіh programs, spriyayuchi uspіshnomu rozvitku sotsіalnih navichok that adaptatsії uchnіv of ORP in suspіlstvі, optimіzuє zusillya vsіh fahіvtsіv, zabezpechuyuchi Progressive efekt shkіlnoї іnklyuzivnoї osvіti.

Lighting needs of the fathers

Educational needs of scholars and fathers- ochіkuvannya, scho pov'yazanі z lighting activity, directed to schools and teachers from them, they are satisfied through a choice of primary courses, subjects, programs, to take a day-to-day activity or a system of supplementary education.

Given the importance of the gender field, the rіven osvіti that social and economic camp of the sim'ї. Fathers-women most often contribute to enlightenment with science, supple-political and professional-labor sphere, and fathers-women - for the protection of nature, self-development, culture, moral sphere, mysticism. Sound, on the illumination of the orientation of the fathers, problems are pouring in, from what stinks there are in everyday life. Therefore, people focus on the nutrition of business organization, maintenance of cars, and women - on effective financial management, supplementary education.

The material position of the family also contributes to the spiritual needs of the fathers: knowledge of the moral and religious life is relevant for 3% of families whose financial position is rated as a government, and for 60% of families whose material position is hard.

The chіkuvannya batkіv uchnіv as zamovnikіv osvіtnіh servitov pov'yazanі s іnteresy and opportunities of children, yakі may be satisfied with the chosen illuminating mortgage. Dosvіd conducted opituvanya that questionnaire batkіv pіdtverzhuє, scho the members of the family of chіnіv ochіkuyut school:

• yakіsnoi cob and average zagalnoї osvіti;
• comfortable mind for a free conversation, after-hours and primary activities;
• current material and technical base, including for the acquisition of computer literacy, that optimal psychological and pedagogical minds;
• minds for diagnostics and development of creative, sporting and intellectual abilities of children, up to age-old features for an additional system of bands, sections, clubs;
• promotion of health, popularization of sports and a healthy way of life;
• educated to the cultural values, history and culture of the country;
• dotrimannya sanitary and hygienic measures, norms of fire safety.

Oskіlki in catering for the provision of special lighting needs, the importance of the skin is a participant in the lighting process, the role of the fathers of that lighting is stably high. If lighting is installed, it is less often to satisfy the special needs of children, not to the point of victorious potency and actual ability, the efficiency of training will decrease, and the communicative, creative and intellectual potential of learning will become uncritical. In order not to obscure the development of other studies, to realize special lighting needs, it is possible only in the minds of a special education - from a deeply differentiated to an inclusive one, in order to ensure the successful integration of a child in adulthood, adaptation to society.