SOCIAL AND PEDAGOGICAL SUPPORT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS IN DAY CARE CENTERS

Abstract

The article highlights the problem of ensuring the full development of children with disabilities in day care centers. Despite the fact that today children with disabilities can be included in the education system of regular educational institutions, the full integration of such children into the unified educational space of Ukraine is currently under considerable doubt. This is due to the need for great changes: development of a model for working with such children; improvement of activities of support services for children in educational institutions; significant difference in the level of development of children with special educational needs compared to their healthy peers. Among the tasks of the day care center there are the following ones: promotion of the development of abilities in accordance with the interests and needs of persons with disabilities; organization of their leisure time; formation of knowledge, abilities and skills regarding self-care; mastering the norms of behavior in society, etc. The main role in implementing the tasks of such institutions is played by socio-pedagogical work with children, which involves the unity of socio-pedagogical focus on the development of children with disabilities. The essence of socio-pedagogical work with children with special educational needs in such centers on the basis of support was analyzed. Definitions of "social support", "pedagogical support" and "social-pedagogical support" were provided. The features of socio-pedagogical support for children with special educational needs were identified, including: purposeful step-by-step activities (diagnostics of the child's real state and level of development; planning and forecasting the child's development process; counseling; direct implementation of socio-pedagogical activities; remedial work; monitoring of intermediate and final results of social and pedagogical work with such children); provision of a safe educational and developmental environment; creating a "success situation"; person-oriented, individual and differentiated approaches; interdisciplinary approach; multidisciplinary nature; specially oriented methods and ways of influencing children with special educational needs. Kindergartens should create conditions for comprehensive development of children, improve their well-being, and specialists who work with such children should be highly qualified and constantly self-educated in order to find effective ways to help each child.