Keyword: «children with disabilities»

The article presents recommendations for conducting physical education classes aimed at developing the motor skills of the hands of younger schoolchildren with health abnormalities. The conclusions are argued that the physical activity realized in the behavior of these children is a form of their daily life activity capable of satisfying the needs of their body.

Relevance of the research problem: currently, the issues of the use of information technologies and telecommunications in inclusive education have become very popular. It is difficult to overestimate the role of digitalization in inclusive education. Within the framework of this study, we will study not only the advantages that the introduction of information technologies in the educational process of modern schools provides, but also identify the most significant difficulties that teachers face in connection with the use of information technologies in the education of persons with special health needs. The authors tried to characterize the importance of information technologies and telecommunications in the process of inclusive education. The aim of the work is to identify and describe various possibilities of using ICT in inclusive education for persons with disabilities in the Russian Federation. The objectives of the study are to examine the problems of the process of education of children with disabilities, to analyze the conceptual foundations of inclusive education, to do a literary review on the topic of the study, analysis of research methods, analysis of the use of ICT in inclusive education, conclusions and discussion. Inclusive education equalizes the rights of ordinary children and children with disabilities, thereby providing the basis for a just society where everyone is equal and has the right to a complete education, regardless of individual characteristics and physical capabilities. In this context of problems, modern information and communication technologies are very advantageous, which act as a powerful tool of assistance and support in the process of teaching children with disabilities. Within the framework of this study, we will consider the prospects of using ICT in the education of children with disabilities. We will discuss the world practice of using ICT in inclusive education. This topic is problematic for all schools in the world today, since there is no developed mechanism that can be taken as a basis, as a correct and proven mechanism of inclusive education. Each school acts as an empirical object of research, which develops inclusive education on its mistakes. ICTs give us the opportunity to conduct experiments, which contributes to the birth and development of new methods and mechanisms of inclusive education. All people are different, and this fact complicates the mechanism of establishing inclusive education, since schools have to consider several times more ways to convey information flows to a student.

The article shows the features of the development of spatial representations in children with disabilities, and also presents ways to solve problems for the development of spatial orientation skills, the formation of correct spatial representations through the use of didactic games. Practical application of the acquired skills in the classroom.

This article examines the role of the family in the upbringing and development of self-service skills in young children with disabilities, as well as the analysis of the works of M.M. Prokopyeva in the field of family pedagogy. The concepts of "children with disabilities", "self-service", "pedagogical competence" are revealed. The results of experimental work to identify the features of the development of self-service skills in young children with disabilities are described. Recommendations are given to parents on the development of self-service skills.

The significant increase in the number of children with disabilities and the overall focus on inclusion on the one hand, and the reduction of specialized educational institutions on the other send new challenges not so much to the system, but for real acting teachers. Today, educators, teachers, instructors need to develop professional and personal qualities, master new methods, techniques for working with children with disabilities in addition to their basic competences. The specifics of working with this category of children, undoubtedly, not only affects the content of the teachers’ work, the nature of the professional difficulties that they face in the process of working with different subjects, but also generally changes their trajectory of professional development. The aim of this study is to determine the specifics of professional and personal qualities, the characteristics of the work of teachers at preschool educational institutions interacting with children who do not have/have psychophysical health conditions. The theoretical and methodological basis of the study consists of the works of domestic and foreign teachers, psychologists and sociologists, who reveal issues of the essence and content of pedagogical activity, the specifics of the work of teachers at the level of preschool educational institutions. General scientific methods (analysis, synthesis, comparison, generalization, classification) are used as theoretical research methods; in-depth interviews and questionnaires are used to collect empirical information. The theoretical significance of the article lies in the fact that it identifies the specifics of the professional and personal qualities necessary for preschool teachers to work with children who do not have/have psychophysical health conditions; the specific features of interaction have been updated and the nature of professional difficulties in the work of teachers at preschool institutions of a combined type with the main subjects of pedagogical activity (a normal typical child/a child with disabilities - parent - teacher-colleague - administrator) has been determined. The study also made it possible to determine the level of teachers’ readiness for professional development and their opinion about promising areas of personal professional growth. The authors come to the conclusion that kindergarten teachers working with children with disabilities feel the need for professional development. However, low awareness of training programs and advanced training courses implemented with the aim of mastering new methods of working with children with special educational needs limits their educational route. The solution to these problems will be facilitated by measures to increase teachers’ awareness of the options for their professional development, the practice of exchanging teaching experience with colleagues and receiving consultations of psychologists.