Теоретичні аспекти розвитку дітей дошкільного віку з особливими потребами

Abstract

В статті розкрито теоретичні питання розвитку дітей дошкільного віку з особливими потребами. Зокрема, проаналізовано поняття терміна „діти з особливими потребами”. Також визначено різні види класифікацій дітей з особливими потребами за різними авторами. Охарактеризовано особливості розвитку дітей з різними типами порушень. Основна увага приділена аналізу впливу психофізичних порушень на особистісний розвиток дошкільників. The article examines the problem of theoretical issues of preschool children with special educational needs. We pay special attention to the fact that in modern Ukrainian society children with special needs call disabled children and people look on their defects and disadvantages, but not focusing on their feelings, skills or abilities. The term «child with disabilities» means that she has equal rights like other children. We offer use the term «child with disabilities» instead of the term «disabled child». In our opinion this term emphasizes the necessity to provide additional support for training and education of children with special needs. Children with disabilities are the object of social work with highly complex structure, that’s why there are many classifications of types and kinds of children with special needs. For example we took: Kobernik and Synov classifications, Vlasova and Pevzner grouping classification, Lapshin and Puzanov classification, international classification of mental and behavioral disorders and classification of defects of mental and physical development in children. There are such problems in development of children with disabilities, as: social child adaptation; defects of speech; slow and limited perception; deficiencies of mental activity; insufficient cognitive activity of children; gaps in knowledge and understanding of the world; deficiencies in personal development. In this article we also describe the main children defects among which there are: problems with hearing, problems with vision, difficulties with musculoskeletal system, emotional-volitional disorders, mental retardation and speech disorders. All violations limit the possibility of a child with special needs in educational and pedagogical processes, and therefore arises a need to care for her.