SOCIAL AND PEDAGOGICAL SUPPORT OF CHILDREN WITH SPECIAL NEEDS IN INSTITUTIONS OF EXTRACURRICULAR EDUCATION

Abstract

The article provides arguments for the necessity of organizing socio-pedagogical support of a child with special needs in the extracurricular education institutions. The concepts of "social-pedagogical support", "individual socialization program", "rehabilitation environment" are specified. The process of socio-pedagogical support is presented as a correlation in the work of a social pedagogue, a psychologist, teachers, children and their parents. The main tasks of each area of sociopedagogical support are defined. Considering the work with parents constructive and destructive types of attitudes and the way a social pedagogue, a psychologist focuses on the nature of parents' attitudes towards children are analysed. It is emphasized that the formation of a socially significant knowledge system is of particular importance when working with parents. An approximate list of which is presented by the following components: social-psychological, social-integration, social-legal. Creation of an individual rehabilitation environment is included in the implementation of the second direction of socio-pedagogical support of a child with special needs. Such environment is understood as a set of social, material and spiritual conditions that ensure the achievement of harmony with the surrounding world, the formation of an individual as a subject of his life, the reorientation of social attitudes as a result of inclusion in new positively oriented relationships and activities. A special condition for the success of the child's socialization is the application of the method of relying on the individual’s strengths (dreams, goals, interests, preferences, etc.). A social pedagogue and psychologist should find such strengths in each child and create an individual socialization program that contains a system of measures aimed at developing the child's social capabilities and includes separate types, forms, volumes, terms and order of measures aimed at restoring or inclusion of the individual in the social environment. The third direction of socio-pedagogical support involves orientation of teachers on attractive communication, on the perception of each child in a positive aureole.