All articles

This paper presents the findings of a ten-years longitudinal study on how PTSD impacted on the emotional development of child junior and adolescent survivors of in a terrorist attack on a school №1 in Beslan in 2004, who were undergoing in one degree or another course of psychological rehabilitation. Among the participants in of the research were are also included children of preschool age who survived the terrorist act in the preschool age in 2004, and in 2005 made up a group of first-graders, who, like the older children, had all the symptoms of PTSD. The article analyzes the differences between the emotional spheres of the children, in particular the “fears” of children who were inside the school during the attack, and children indirectly involved in a traumatic event. The study consisted of an annual testing using of a series of projective techniques batteries, as well as the personal observations of the development of children with PTSD during psycho-correctional work, extending over the entire longitudinal period (2005-2015). The result was a new approach to understanding the nature of child PTSD’s impact on a child and his socio-cultural characteristics and degree of involvement in a traumatic event. The data obtained in this study can be used for the organization of rehabilitation work with primary school aged children and adolescents with PTSD.

Article deals with the diagnostic tests which determine the structure of a handicap in children with locomotor disorders. Data about what is characteristic for children of this category is given. It is specified that permanent psychological, medical and pedagogical support is required for inclusive education and the inclusion of a child with locomotor disorders (including cerebral palsy) in a general education group. Necessary support is identified within their individual rehabilitation program and determined by special educational needs. The findings of research on identifying the special conditions for the inclusive education of children with locomotor disorders are provided. It is stressed that people with locomotor disorders need to be differentiated into three groups in order to choose their educational route. The first group includes children who may be encouraged to receive education in terms of inclusion. The second group includes children to whom preschool education in groups oriented towards compensation is recommended. The third group includes children who should receive preschool education in short-stay groups. The article also gives the general special education needs of children with locomotor disorders, and the individual needs, which typical of certain groups of children with locomotor disorders. Individual special educational needs are divided into three levels: minimum, medium, maximum.

This article describes guidelines that ensure the remedial aspect of customized educational programs for preschool education in basic educational areas in accordance with the requirements of the Federal State Educational Standards for preschool education. The author dwells on the methodological recommendations ensuring the remedial aspect of customized preschool education programs (five educational areas) for children with musculoskeletal system disorders and cerebral palsy. The author gives recommendations for creating an algorithm of drawing up customized preschool educational programs and its content based on the model baseline educational program of preschool education. The article lists remedial guidelines, which have been published in the works by well-known authors and dedicated to the issues of psychological and pedagogical support of children with a severe type of health limitations, i.e. those with cerebral palsy. Each educational area has a model created for conducting remedial work among children with health limitations. The article ends with a list of legal documents on the issue of educating children with health limitations.

This article deals with the training of teachers for preschool educational organizations to work with children with disabilities and special educational needs. Teachers employed in preschool education organizations groups that implement customized programs are required to know the features of special needs children. In this article the main characteristics of the Corrective and Inclusive Practice section in the From Birth to School educational program are analyzed. The section offers teachers an algorithm of organizing a meaningful interaction with children with disabilities in both combined groups which engage in inclusive education of several children and in groups with a compensatory focus in which each child has developmental problems. In this article a brief description of the main features and the specifics of different categories of children with disabilities and children with minimal manifestations of disorders is provided.