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Tytuł pozycji:

Учебная практика студентов-дефектологов как ресурс доступности социально-коммуникативной среды (Russian)

Tytuł :
Учебная практика студентов-дефектологов как ресурс доступности социально-коммуникативной среды (Russian)
Autorzy :
Селиванова, Ю. В.
Павлова, Н. В.
Горина, Е. Н.
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Alternatywny tytuł :
Practical Training of Special Education Students as a Resource of Accessibility of Social and Communicative Environment. (English)
Źródło :
Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy; 2020, Vol. 20 Issue 2, p219-225, 7p
Abstract (English) :
The article is devoted to the analysis and importance of the first educational practice of special education students as a resource to expand the access to social-communicative environment. Attention is focused on the fact that for the realization of the rights and successful socialization of children with developmental disabilities not only technological accessibility of the environment is important but social as well. Expanding the availability of social and communicative environment is a two-way process. Communication with trainees allows children with special educational needs to expand their own «boundaries» of inclusion in society: to acquire social skills and communicative experience, to form and develop positive emotions, feelings of trust and comfort, to reveal the motivation of interaction with the world. Interaction with children with disabilities allows students to acquire necessary professional competencies and test themselves for professional suitability: to learn to understand the essence of the organization of the correctional educational process and adequately treat people with any developmental disabilities, and to conduct educational activities in society. The authors make a conclusion that the availability of social and communicative environment makes the process of becoming an expert in special education more intensive and effective. [ABSTRACT FROM AUTHOR]
Czasopismo naukowe
Copyright of Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy is the property of Saratov State University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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