Different Perspectives of Psychological Support Concept in Regular and Special Education Systems

Abstract

The article discusses and analyzes the issues of the emergence, formation and perspectives of understanding the concept of "psychological support". The specificity of psychological support for the education of children with disabilities in a modern educational environment revealed; substantiates the main types and content of the psychologist's activities: diagnostic, correctional, developmental, expert advisory and coordination. Paper describes new tasks of a psychologist related to determining the development of a child entering school and choosing the optimal educational route for him, developing and implementing special psychological conditions for learning and education, monitoring progress in mastering academic knowledge and shaping the area of life competence. Criteria proposed for evaluating the effectiveness of psychological support for the education of schoolchildren with disabilities under inclusion conditions. The current problems of the psychological education service are analyzed; substantiates the need for its modernization