Cite this article as:
Shustova I. Y., Zhimaeva E. M. Child-adult community as a resource for raising children with special problems. Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy, 2022, vol. 22, iss. 2, pp. 229-233. DOI: https://doi.org/10.18500/1819-7671-2022-22-2-229-233
Child-adult community as a resource for raising children with special problems
Introduction. Currently, the inclusion of children with any developmental disabilities in society is a priority direction of state policy in relation to these children. In the article, the child-adult community is considered as a resource for educating schoolchildren with special problems (deviant behavior, limited health opportunities). The purpose of the article is to reveal the educational potential of the child-adult community, its possibilities for the upbringing and development of children with special diffi culties. Theoretical analysis. The article describes the reasons for the emergence of a community and its main characteristics. The formation of a child-adult community, of which a special child becomes a member, requires additional skills and abilities from the teacher: the ability not only to understand the diffi culties of the child, but also to look for ways to overcome them; the formation in students, including children with special problems, a positive emotional attitude to school, their class and learning; the teacher’s ability to unite children around interesting and signifi cant socio-cultural activities; the teacher’s ability to build any joint activity in the classroom through value-semantic positional interaction. Conclusions. The signifi cance of the proposed approach in revealing the potential of the child-adult community in the development of the special child personality is defi ned. It is in this community where a valuable experience of communication and activity of all participants in educational relations is formed.
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