Implementing inclusive education in schools: how to translate into practice an individual, flexible approach to the child
Every involved teacher who owns the knowledge gained at the training “System-vector psychology” by Yuri Burlan can solve modern problems of inclusion. In a few weeks, the peculiarities of the psyche of any child are revealed in front of you. This is a completely practical tool with which you can achieve the highest efficiency in your work …
Development of inclusive education in Russia
Today in the Russian Federation, children with disabilities have the right to study in general education schools. For this, there is an inclusive education system. It is designed, on the one hand, to develop a flexible approach to teaching a child, on the other, to give him the opportunity to study in a team of healthy peers. Do not become isolated exclusively in the environment of sick people, as it happens in special, correctional schools and boarding schools. But in practice, the development of inclusive education in Russia runs up against a number of problems:
- teachers get lost, feel their own incompetence - after all, they were not prepared for the role of a teacher who will work with children with disabilities, with children with disabilities;
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even teachers who love children with all their hearts find it incredibly difficult to understand the reasons for the child's inappropriate behavior and help him overcome this problem, and it significantly complicates the educational process;
- teachers lack clear, intelligible instructions, specific teaching aids or workbooks that can be used to work with such children;
- aggression and bullying are not uncommon among modern schoolchildren, therefore it is not easy to create a safety system for a child with health disorders.
You have to move blindly, by trial and error. Try different approaches in practice and develop new ones yourself. But the trouble is that the experience gained with one "special" child may be completely useless for another student. What to do?
Implementing inclusive education in schools: how to translate into practice an individual, flexible approach to the child
Every involved teacher who owns the knowledge gained at the training “System-vector psychology” by Yuri Burlan can solve modern problems of inclusion. In a few weeks, the peculiarities of the psyche of any child are revealed in front of you. This is a completely practical tool with which you can achieve the highest efficiency in your work. Here are some simple examples.
1. The child is hyperactive, "disinhibited", sometimes irritable, he grabs everything he can reach. His attention is constantly jumping from one to another
Before you is the owner of the cutaneous vector of the psyche with developmental disabilities. A healthy child with the same properties is simply mobile, flexible, athletic. There are probably many such children in your class. They strive for leadership, want to be the first, value material incentives and prizes. But in case of health problems, natural mobility and switchability become flickering, "hyperactivity", the child is almost unable to concentrate. Shouting, shaming, cursing, demanding calm behavior is useless and can lead to the opposite effect. To help such a student, it is enough to follow simple rules:
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Use such tasks during which the child's attention will switch more often. Even healthy children with a skin vector are naturally restless and inattentive. Their "trump cards" are switchability, multitasking, the ability to do several things at the same time. A dermal child with a developmental disability will initially be unable to perform complex multipartic tasks. But taking short breaks and changing assignments more often will help him stay focused longer, avoid jumping up, or running around the classroom.
Development of inclusive education in Russia picture - Use tasks such as mazes, logical construction, and similar ways of presenting material. Any dermal child can hardly learn from textbooks, cannot sit through a long, consistent presentation of the material. For example, learning to read the ABC book will be long and unproductive. But if you offer him a labyrinth of letters (add a word), or syllable cubes, cut pictures with sentences, things will go well much faster.
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The back part must necessarily give the child the opportunity to touch, touch didactic material. The fact is that a particularly sensitive sensor of such a child is skin. Through tactile sensations, he develops and learns the world. Just a textbook and a notebook will not be enough for him to master the program well. Use counting sticks or objects, blocks with letters or math examples, or any other aids your child can pick up.
- Try to immediately ask your child a system of rules and restrictions. Discipline and organization are essential for the development of a small skinny. Even if at first he rebelles (this usually happens if there is not enough discipline and regime at home), then later the system of prohibitions and restrictions, if applied correctly, on the contrary, will become the principle of his comfort, teach him to be collected.
- Use incentives for good results (emoji stickers, mini-prizes, or parent-provided sweets). Any skin child is focused on the values of benefit and benefit, it is important for him to understand what he will receive for his work. Depending on the child's developmental level, his condition, discuss with the parents what may motivate him, which prize or bonus will be the most desirable.
2. The child is slow, thinking is viscous, clumsy. There may be manifestations of stubbornness and even aggression
Before you is the owner of the anal vector of the psyche with developmental disorders. Healthy children with the same properties are also unhurried - but in moderation, they just do everything carefully and conscientiously. You will find many such students among your excellent students, since it is the natural desire of such children to accumulate knowledge. They are diligent, diligent, attentive, with a good memory. But with a violation of health and development, the child's condition looks completely different.
Thoroughness becomes pathological stuck on every minor detail. Slowness turns into painful viscosity, rigidity of thinking. How can you help a child with such disabilities?
- At first, just give him more time to complete the task at hand. In itself, his condition already suggests that in the family the child lives in conditions that are not suitable for his psyche: most likely, he is rushed and rushed. And this only contributes to even greater stuckness, inhibition and the development of stubbornness in such children.
- The golden rule "repetition is the mother of learning" in this case accurately conveys the best way to teach such a child. Use multiple repetition and reinforcement of the material covered.
- Submitting material and completing assignments must be consistent. In this case, multitasking and the need to switch from one activity to another will only confuse the child. He will get lost and start all over again every time. You should not interrupt, cut off, urge on such children. They strive to do everything efficiently, from start to finish.
- Use regular textbooks, supplement with desktop manuals. Children with an anal vector are naturally assiduous, the traditional educational system is quite suitable for them.
- Well-deserved praise from the teacher and mother is the best reward for such children. Material incentives are not so valuable for them. But do not skimp on kind words and recommend the same to your parents. At the end of each session, note what the child did well, and be sure to praise.
3. The child is anxious, whiny, fearful, hysterical. Or he is simply characterized by constant fluctuations in the emotional state. Has difficulty fixing visual attention on the desired image or text: eyes "run up"
Before you is the owner of the visual vector of the psyche. These children have the widest emotional range. Healthy children with a visual vector empathize with all living things: they feel sorry for a bug and a spider, they cannot pass by a homeless kitten. They like everything bright, colorful, beautiful, because the eyes are the most sensitive area of the spectators.
In case of health problems, the visual analyzer of such a child does not cope adequately with the load. Eyes "run", he cannot concentrate on the desired image, he is distracted by everything. The emotional sphere also acquires negative characteristics: the child does not empathize with others, but is closed in his experiences, fears, and emotions.
How to create the necessary conditions for a visual child to successfully adapt the educational process?
- It is important to find a “middle ground” in the choice of manuals. On the one hand, the manual or task should be bright and colorful. On the other hand, at first the child should not be distracted by extraneous images in a textbook, book or wall posters. You can ask the parents to make color photocopies of the desired tasks and simply paste them one by one into the child's workbook.
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At first, sensitivity to the child's emotions is important. He needs your emotional involvement, empathy. But if the visual child remains focused only on his emotions for too long, his anxiety and tearfulness will increase. To give his emotions an outlet, use theatricality. Perhaps, fairytale heroes with whom trouble befell and who need help will help you to complete tasks.
Ideal education of feelings makes reading classic children's literature for empathy and compassion for the main characters. If the child's health and developmental level allows the perception of such texts, include more of them in the program. An indicative list of such works can be found here.
- Try to complement any, even the most "strict" tasks with color, light, shape. This stimulates the child's visual sensor, keeps his attention. For example, you can solve examples using mathematical colorings: each number of the answer corresponds to a certain shade and the child colors the picture by solving the examples. You can study geometric shapes through an applique made of cardboard or colored paper, etc.
4. The child is immersed in himself, he has selective contact. Does not always respond to speech and fulfill requests. With difficulty perceives the meanings of speech, especially expanded
Before you is a carrier of the sound vector with developmental disabilities. A healthy child with these characteristics has abstract intelligence. He can be a winner of Olympiads in mathematics or physics. Learns foreign languages easily. Has an excellent ear for music. It can be seen that even healthy sound people are natural introverts. Often they "dive into themselves" when they are considering a task, looking for an answer. Such children are not very fond of the noisy fun of their peers, they look "older" than them.
With health and developmental disorders, this natural introversion takes on a pathological form. Symptoms of excessive self-absorption appear, which does not allow the child to perceive the meanings of speech. It is not easy to organize the educational process with such children, but it is still possible.
- The first and foremost condition is to create an atmosphere of sound ecology. The ear is a supersensitive sensor for such a child. It seems to have a powerful speaker built into it. And often the reason for the difficult conditions of such children is sound overload at home (quarrels and an increased tone of conversation in the family, constantly working TV or loud music, etc.). Therefore, during the educational process there should be no extraneous sounds and noises. Talk to your child in lowered tones - not in a whisper, but so that he listens to the speech. Avoid overly emotional presentation - the sound child will withdraw from it.
- At first, reduce your speech to a short, meaningful instruction. While the child is in serious condition, he withdraws into himself at the slightest sound overload. But over a long distance it is important, on the contrary, to expand the child's ability to understand speech. Over time, you can give instructions in several steps. Gradually complicate the form of speech presentation of information.
- You should not immediately include such a child in a noisy class of peers - he will only go deeper into himself. Noisy school changes for such a child can turn into real torture. Therefore, during recess, he needs to be helped to find a quiet place, and not to push him to "play with the children." When he is ready, he will do it himself.
Give him time to get used to the school atmosphere. Then you can gradually bring him to class for classes that do not require strong semantic concentration, for example, drawing lessons or labor. But it is important to remember that the ultimate goal is precisely the full adaptation of the sound child into the team. Otherwise, his “fenced off” from the world gradually leads to a significant lag in general development.
Modern children from birth carry the properties of several vectors at once. Therefore, in practice, you can often see complex disorders in children with health and developmental disorders. For example, at some point the child is hyperactive, at another - on the contrary, "gets stuck" while performing tasks. Or he alternately withdraws into himself, then, on the contrary, reacts too emotionally: hysteria, crying.
The training "System-vector psychology" by Yuri Burlan will allow you to understand any peculiarities of children in just a couple of months. This will help you develop a perfectly accurate approach to any child. Many teachers and psychologists left their feedback on how the knowledge gained increased their efficiency in work:
Working with parents
When working with a special child with health problems, it is very important to establish productive interaction with the family. Your competent rehabilitation efforts must be complemented by competent parenting at home. Understanding the psyche of the child, it will not be difficult for you to give the necessary recommendations to the parents, for example:
- It is important for sound children to have sound ecology conditions not only at school, but also at home. In addition, it is possible to recommend that the sonic child turn on classical musical works in a quiet background - in those moments when he is not studying, but simply playing or relaxing.
- It is important to teach visual children to bring a huge range of their emotions out. Parents can create problem situations at home in the game so that the child empathizes with the hero. Gradually introduce the child to reading compassion literature. Involve him to help a weak grandmother, a sick neighbor, etc.
- Children with anal vectors need a stable, predictable atmosphere at home. The child needs to be prepared for changes. In any business, let him finish the job. Do not cut off, do not rush, do not rush, but praise and support.
- It is important for children with a cutaneous vector outside of school to be given enough physical activity and tactile sensations. Be sure to need sports activities and outdoor walks. Massages, water procedures will be useful. Games with unstructured materials: sand, water, plasticine, salt dough. Compliance with the daily routine and reasonable discipline is also a guarantee of the good development of such children.
Knowledge of how the human psyche works will help you when interacting not only with children, but also with adults. For example, often teachers are faced with the fact that parents of healthy children are indignant and protest that a child with disabilities is studying in their class. What motivates these people and how to find the key to them? Are they afraid that their child will receive less of your attention? Are they afraid that his development will suffer from the "neighborhood" with a sick classmate?
Understanding what motivates a person, you can choose the perfect words for each parent, dispel any doubts and even make him your ally in your difficult work.
Opportunities for the Development of Inclusive Education in Russia: from Individual Work to Integration into the General Class
The full integration of a special child into the general educational system implies two opposite directions:
- To maximize the potential of the child, help him develop his unique abilities. Help overcome problem behavior and level pathological features of development.
- To create the necessary conditions for a class of healthy peers to accept a child with disabilities. Prevent ridicule, bullying from peers. To foster in them the ability to empathize with children with disabilities and the desire to help them.
We talked about how to implement the first direction above. To implement the second, it is important to understand the psychology of the children's group, the laws and mechanisms of its development:
- School-age children strive as much as possible to fit into the environment, “to be like everyone else,” not to stand out.
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Those children who are somehow clearly different from the rest are usually subjected to ridicule and bullying. It may even be a pretentious name, or a dress code different from others. Therefore, a child with disabilities, who inevitably stands out against the general background, risks becoming the first to be the object of collective bullying.
Implementing Inclusive Education in School Picture At the same time, in one-on-one interaction with a special classmate, a healthy child often avoids him, avoids him. After all, the behavior of such a classmate is incomprehensible, unpredictable, does not fit into the general framework - who knows what to expect from him? Of course, this also does not contribute to the normal adaptation of a child with health disorders to the team.
- Without the participation of adults, children unite in a collective only according to the "primitive principle" - on the basis of hostility, directing it towards someone who is different. Educational work and emotional involvement of healthy children in the problems of their classmates with disabilities are needed. How can this be achieved?
Working with the class: how to unite the children's team on humanistic principles
Today, the fashionable trend "tolerance" towards children with disabilities has been widely replicated. Perhaps it is well applicable in the West, where the mentality assumes distance between people, non-interference in everyone's personal space. But the Russian mentality is completely different: open, warm-hearted, sincere. Children growing in it absorb it with their mother's milk.
Therefore, it is useless to teach our children "tolerance", that is, some kind of tolerance towards those who have the same rights, but differ in opportunities due to their state of health. We can only instill in children the skill of empathy, compassion for the weak, nurture in them a sincere, heartfelt desire to help such a classmate. What practical steps can you take?
1. It is useful to hold at least 2-3 times a year special class hours dedicated to people with disabilities
It may be enough for elementary school students if such a class hour is held by the teacher himself. If you are preparing such an event, select a minimum of dry, "medical" information. Much more information should be emotional, so that it involves healthy children in empathy, sympathy for sick people.
2. Children of secondary school age can themselves present abstracts for such events
It is better to involve children with a visual vector of the psyche as the first to such reports. We already wrote above that these children are endowed with a large sensory range. It allows you to deeply immerse yourself in the problems of people with disabilities.
If, in the process of preparation, you manage to sensually involve the visual child in empathy, he, like no one else, will be able to convey this to the class. In addition to the benefits for everyone, this is extremely important for the development of the young spectators themselves - as a result, you will educate people who are able to carry humanistic values to the whole society.
3. It is better to spend such a class hour without the direct presence of a child with disabilities
He himself may be uncomfortable that they discuss his problems aloud, distinguish him from the rest. Alternatively, you can try to include information about people with different disabilities in the report so that you do not get the impression that the class is going to discuss a specific classmate.
Prospects for inclusive education in Russia: school as a link between a disabled child and society
Today, children with various health problems can come to any school. Therefore, school teachers and psychologists simply need such competence that will allow them to provide assistance to a child, regardless of his diagnosis.
There are diagnoses of a psychogenic nature: they can be removed completely if the mother receives high-quality psychotherapeutic assistance. See one of the reviews.
There are those that cannot be removed - for example, genetic pathologies, severe organic disorders. But even for such children, there are prospects for improvement - if parents and specialists understand the structure of the child's psyche and create optimal conditions for his development and learning.
The involved specialists, armed with the knowledge of the training "System-Vector Psychology" by Yuri Burlan, are able to achieve maximum results in the implementation of an inclusive educational system. And to fulfill the main task of inclusion is to raise a full-fledged member of society from any child. Able to make his own contribution to the life of society, which means living a happy, fulfilled life.
For more information, visit the next free online lectures by Yuri Burlan:
