Keyword: «disabled children»

The article discusses the effectiveness of teachers’ professional performance and the ways to increase their professional competence in the field of psychological and pedagogical support for children with disabilities, which is one of the important milestones in the development of modern professional education. We give an understanding of the professional competencies of teachers in the field of psychological and pedagogical support for children with disabilities as a professionally significant education. We also demonstrate the results of an empirical study of the motivational and cognitive components of teachers’ performance in the field of psychological and pedagogical support for children with disabilities.

Social protection and support for families in which children with limited interests in health are brought up, i.e. children with disabilities is relevant today for both government agencies and non-profit (charitable) organizations. This article uses the role of a charitable foundation, both for the socialization of children with disabilities. The article also discusses theoretical information about disabled children and statistical data. The paper considers the main charitable organizations in Russia, and also analyzes the work of the funds of the Irkutsk region in the field of social support for children with disabilities.

The article is devoted to the problems of improving the well-being of disabled children and families with disabled children. Solving the problems of children with disabilities are priority areas in the state social policy of Russia and provides for a wide range of measures to identify, identify and resolve the problems of such children in order to realize and protect their rights to full development, individually-oriented assistance. preparation for independent living and integration into society will significantly increase their well-being.

The article focuses on the importance of professional training of bachelors in the field of "psychology and social pedagogy" for participation in early assistance programs for families and children. The content aspects of the studied disciplines and practices are analyzed. It is concluded that all aspects of early assistance are sufficiently reflected in the training program to develop the required professional competen-cies.