Inclusive education of children with disabilities
For families raising children with disabilities, inclusive education is a chance for the full development and socialization of the child. But parents have many questions. How to explain to the teacher the correct approach to the child? Try to come to the general class or be entirely on individual training? If you let your child go to class, how can you be sure that he does not suffer damage from ridicule and bullying there?
Every parent wants their child to develop their talents and abilities to the maximum. Successfully fit into the school team. For families raising children with disabilities, inclusive education is a chance for the full development and socialization of the child. But it is not always easy to realize the innermost dream of your child being sufficiently developed and finding his realization in society. Numerous problems of inclusive education of children with disabilities that parents face at school interfere:
- not all teachers have the knowledge that allows not in words, but in fact to implement the tasks of inclusive education (to integrate children with disabilities into the conditions of a general education school);
- the child may become the object of ridicule, humiliation or aggression from classmates;
- children with disabilities may have behavioral characteristics that seriously impede their adaptation in the environment of their peers.
In the process of inclusive education, the parent of such a child has many questions. How to explain to the teacher the correct approach to the child? Should I try to come to the general class for separate lessons, or should I still be entirely on individual training? If you let a child go to class, how can you be sure that he does not suffer damage from ridicule and bullying there?
The knowledge provided by the training "System-vector psychology" by Yuri Burlan will help to answer these questions.
A safe environment is the main condition for development and learning
Any child, especially with developmental disabilities, needs to create favorable conditions, comfortable and safe.
Today it is no secret that there is a lot of outright aggression among the students themselves. Here, and with a healthy child, troubles can happen. Sometimes there are teachers who themselves can rip off evil on the child. How can you be sure that your child with disabilities does not receive additional psychological trauma at school?
How to choose a teacher to implement models of inclusive education for children with disabilities?
The role of the homeroom teacher, especially in the lower grades, can hardly be overestimated. This is a person who forms the children's team as an integral group. It has a tremendous influence on whether the spirit of mutual assistance will reign in the team or, conversely, the persecution of the weak. How to determine if the teacher will become your ally in the adaptation of the child to the team?
Only a person with a developed visual vector can qualitatively cope with the role of an inclusion teacher. This is a large emotional range, the ability to subtly feel the experiences of other people, real kindness to children. The developed owner of such properties empathizes with all his heart, compassion and seeks to help the weak, does not give him offense. He imparts to his students the values of humanism and philanthropy. This is doubly important if children with disabilities and children with disabilities study in the general education system among healthy peers.
If the owner of the visual vector is in unfavorable conditions, you will see a person who is emotionally unstable in front of you. His mood is constantly changing. Hysteria or anxiety may appear. Such a person is focused on his experiences, it is much more difficult for him to take into account the state of children.
If we are talking about a teacher of elementary grades, in his work it is difficult to do without the properties of the skin vector of the psyche. This is quick switching, the ability to do several things at the same time, excellent organizational and leadership qualities. Being disciplined and organized himself, such a teacher can set clear rules and restrictions for the class, including on the manifestation of bullying or aggression in the class. He is capable of creating a coherent team from a scattered children's group.
However, even here everything depends on the degree of development and state of the person. You should be on your guard if you see a person in front of you that is mobile, but "flickering", unassembled. Who does not listen to the end, cuts you off. He switches from one case to another and does not bring anything to the end. The owner of the skin vector in such conditions will not be able to ensure proper order, organization and discipline in the classroom.
The profession of a teacher is often chosen by people with an anal vector of the psyche. They are distinguished by thoroughness, thoroughness, attention to detail. The natural desire of such people is to accumulate and transfer knowledge, therefore, by nature, they really have pedagogical talent - these are the best teachers.
But be careful: it is the owners of these properties that can be prone to verbal sadism and physical abuse of children if they are in poor conditions. A heavy look from under the brow with reproach and reproach, criticism in speech should alert you immediately.
We have described only small external details. The full course of the training "System-vector psychology" allows you to determine the psyche of any person at a glance, deep from the inside. And you will definitely not be mistaken with the choice of a teacher.
A supportive classroom environment is the main principle of inclusive education for children with disabilities
Of course, the attitude of the class towards a child with a disability is mainly up to the teacher. But parents can also make their contribution if they have sufficient psychological literacy. Joint efforts will surely bear fruit.
- You can suggest that the teacher spend at least once every six months a classroom hour about people with developmental disabilities. Take over the information preparation and organization of the event. But instruct those classmates of your child who are endowed with a visual vector of the psyche to present a report or essay. These children are very emotional, inclined to empathy, tears are close to them. After the course of training, you will learn how to identify such children without difficulty.
- Choose the information so that it does not sound like “dry facts” or statistics. On the contrary, the presentation should be sensual, emotional. A couple of paragraphs will suffice to describe the violations themselves. The rest of the abstract should sensually involve children in the experiences and difficulties of different people with developmental disabilities (you should not focus on your child). If you manage to emotionally involve young viewers in the process of preparing a report, they will convey to their classmates the whole palette of emotions. They will be able to unite the class on joint empathy for those children who need it.
It is better that such a class hour passed without the presence of the child with developmental disabilities. He may be embarrassed and uncomfortable that they are discussing those problems that directly concern him.
Remember: the children's group itself, without the participation of adults, is organized only according to the principle of the "primitive pack", where the strongest survives! Then the bullying of the weak is inevitable, since the children unite according to the principle “against someone”. They simply do not know how to do otherwise. Therefore, do your best to help your educator develop empathy and compassion skills in children. This will allow the class to unite on completely different principles: cultural, humanistic.
Technologies for inclusive education for children with disabilities: knowledge of psychology is indispensable. How to overcome behavioral problems?
The integration of a child with disabilities into the general class is often hindered by his non-standard behavior. It can be high anxiety with bouts of crying, hysteria. There may be bouts of aggression or autoaggression. Obsessive movements, walking around the classroom. Self-absorption and low ability to dialogue with the teacher and children.
The Systemic Vector Psychology training enables parents to deeply understand the causes of any negative behavioral symptoms. And it gives knowledge how to eliminate them entirely, or at least minimize them. The problem is that we mostly raise our children by trying to give them "good" in our own understanding. But the psyche of a child can differ significantly from that of the mother.
For example, a mobile and active mother, wanting the best, rushes and urges her unhurried baby in everything. But he has a different rhythm of life, a different psyche. He reacts to her actions with even greater stupor and viscosity of thinking. Over time, it becomes stubborn and aggressive. A stable negative behavior scenario is formed, which prevents the child from integrating into society.
Or, for example, an emotional, impressionable mother constantly "chirps", gushes with feelings - her child-introvert goes even deeper into himself, withdraws from contact. Loud sounds and emotional pressure are intolerable to his sensitive ear.
The condition of the mother also has a very strong effect on the child. Even if she strengthens herself with the last bit of strength, but in her soul she suffers from depression, loneliness, resentment or fears, this will inevitably affect the child. The reason is that before the age of 16, the child's psyche has a close connection with the mother's. Only with a good psychological state of the mother, the child receives the sense of security and safety necessary for his development.
The training "System-vector psychology" gives the mother the opportunity to get rid of any negative conditions, and this radically changes the child's condition for the better. In addition, when you deeply understand the psyche of a child, then you choose just such a model of upbringing that takes into account all of its characteristics. And the "problem behavior" comes to naught.
Do you need an inclusive program? Psychogenic developmental disorders - removable
Among children with developmental disorders, there is a certain percentage of children with a genetic or organic nature of the disease. For example, Down's syndrome, cerebral palsy, etc. However, today there are more and more children who have developmental delays despite the fact that doctors do not find pathological disorders in the structure and functioning of the body in them.
Have you gone through a lot of tests, got normal results on MRI, encephalogram and other examinations? Does the child still lag behind in development? It means almost certainly: the nature of his disorders is psychogenic.
Parents of such children agree to an inclusive education for their children with disabilities, and formalize their children with disability status. Agree to a lightweight training program. They are looking for tutors (assistants) to accompany the child in the classroom. And they do not even suspect that such "fashionable" diagnoses today as autism, hyperactivity and others can be eliminated if the mother receives high-quality psychotherapeutic help and knowledge about how the psyche of her child works.
For more information on how to help your child, come to the nearest free online training "System Vector Psychology".
