SUPPORT FOR PRIMARY SCHOOL-AGED CHILDREN WITH PSYCOPHISIOLOGICAL DEVELOPMENT DISORDERS BY A TEACHER-REHABILITOLOGIST OF AN INCLUSIVE RESOURCE CENTER
DOI:
https://doi.org/10.54662/veresen.1.2025.08Keywords:
children with special educational needs, inclusive resource center, mental development, physical development, specialist (consultant) teacher-rehabilitatorAbstract
The methodological article addresses the organization of the work of a specialist (consultant) teacher-rehabilitator at inclusive resource centers. Specifically, it covers aspects such as maintaining work documentation, providing recommendations for working with children with psychophysical disorders, and conducting corrective classes on physical development. The issue of educational-methodological and material-technical support for the IRC is highlighted, particularly the lack of adapted educational, methodological, and diagnostic materials for working with children, as well as methodological materials for rehabilitators. The diagnostic parameters of the physical development of persons with ASD of primary school age have been determined. Recommendations for physical examination of younger schoolchildren with impaired psychophysical development have been drawn up. Exercises for corrective and developmental work are offered. Recommendations are given to specialists on supporting persons with special educational needs in inclusive resource centers. In today’s realities, the attention of teachers is actively focused on the achievements and prospects of the implementation of inclusive education in Ukraine; formation of teachers’ competence, for successful professional and pedagogical activity in an inclusive environment and provision of support and quality education of students with special educational needs. The implementation of these issues directly depends on the effectiveness of inclusive resource centers. It is important to help such children, as providing support to them is a crucial and necessary component for their successful integration into society. For this purpose, it is essential to conduct a comprehensive psychological and pedagogical assessment of the child’s development, identify the students' needs, develop recommendations for organizing inclusive education, provide psychological-pedagogical and methodological support to teachers and parents, and offer systematic qualified assistance to individuals with special educational needs.
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