The environment is another of the most important factors in the development of a child's personality. It affects a person throughout his life. In the social sciences, "environment" is defined as -

S. POPOV(sociologist, Bulgaria): "The totality of all the conditions that surround a person and directly or indirectly affect him" (107, p. 27).

T.A. ILYINA(teacher, Russia): "A complex of various external phenomena that act spontaneously on a person" (45, p. 24).

There are natural and social environments, each of which consists of different elements and has a different meaning for the development of the child's personality, affects him in different ways.

NATURAL ENVIRONMENT includes - climate, vegetation, geographical conditions of human activity. Its influence on the psyche of the child is indirect, it is mediated by the way of life of people. Thus, the children of hunters do not play the games played by the children of miners, while the children of fishermen know and are interested in those aspects of life that are not at all familiar to the children of factory workers from big cities. The range of their knowledge, habits, and traditions are different, as they reflect the side of life that the people around them lead, primarily their parents (see 70).

CLIMATE CONDITIONS , as a consequence of this - the nature of nutrition, affect the metabolism, which, of course, affects both the development of the body and the formation of the personality as a whole. These influences leave their imprint on the way of life, types of activity, features of temperament and character (70).

Thus, the natural environment exerts its influence on the development of the individual through the social environment, namely through the social and labor activities of people.

Social environment includes spontaneously current and consciously , systematically operating factors: the method of production of material goods, the spiritual life of society, the sphere of social management, i.e. the nature of the state and democracy, the relationship between parties and public organizations, etc., are those socio-economic and political conditions that POTENTIALLY determine the formation of a social type of personality.

The concept of "social environment" includes: MACRO ENVIRONMENT - a broad concept of the social environment. This is the background against which the development of the personality takes place; MICROENVIRONMENT - this is the closest, relatively stable environment of the human personality, which directly affects the personality in the process of its practical activity; in the microenvironment there is a direct interaction of the individual with the world around him.

We can talk about different types social microenvironment: production and labor, socio-political, family and household, educational, military, "language", etc.

Different types and elements of the living environment are not equivalent and have an unequal influence on the child at different periods of his development.

One of the features of the macro- and microenvironment is that constant changes and new events take place in the surrounding life, new problems arise that require their resolution. The life around us is a "kaleidoscope" of events that are directly or indirectly related to the life of a child. The life path of a person, according to the definition of a famous Russian psychologist B.G. ANANIEVA, - "this is the history of ... the development of a personality in a certain society, a contemporary of a certain era, a peer of a certain generation" (3, pp. 104-105).

Therefore, for the teacher, all those events of social life, in which the individual is a participant, are important.

However environment as a development factor (both macro- and microenvironment) is not identical to society in general, nor to a given socio-economic formation - to everything that surrounds a person. The environment (its individual elements) becomes a development factor under certain conditions. conditions :

If these elements directly surround social group, personality; through participation in activity personality interacts with the environment;

All elements of the living environment become a factor in the development of the individual only when and insofar as they affect personality consciousness (116, p. 34).

These are the components of the life around us to which we react, on which our mood and well-being depend, which affects our views, value orientations and behavior in general.

Research by sociologists is important for pedagogical understanding of the role of the social environment in the development of the individual and explanations of the specific mechanisms of its influence on the individual so that the purposeful use of this factor in the organization of the educational process becomes possible.

L.I. NOVIKOVA(teacher): "... the environment for a person is not just his environment, but the environment that he perceives, to which he reacts, with which he comes into contact, interacts. Apparently,need to breed concepts "a person's environment, like everything that surrounds him" and "a person's environment, like everything that causes a response in him." And then, although the environment that surrounds two people living side by side will seem to be almost the same, the environment of each of them will be at the same time special, original, because it is no longer just surrounding him, but somehow mastered by him "(90 , pp. 3-4).

A.G. Khripkova(physiologist, teacher): "... not an environment taken without regard to the child, butactive relationship child with the environment - only such an approach allows us to speak of the environment as a factor in the development of personality" (144).

In pedagogical activity, to designate the formative influence of the environment surrounding the child, the concept is used "SOCIAL SITUATION OF PERSONAL DEVELOPMENT":

L.S. VYGOTSKY(psychologist): "It should be recognized that by the beginning of each age period, a completely peculiar, specific for a given age, exclusive, unique and inimitable relationship develops between the child and the reality surrounding him, primarily social. Thisattitude we will call the social situation of development at a given age. The social situation of development isinitial moment for all dynamic changes occurring in development during a given period. It determines wholly and completely those forms and the path, following which the child acquires new and new personality traits, drawingthem from social activity, as from the main source of development, the way in whichsocial becomes individual ..." (highlighted by us - G.S.) (23, p. 258-259).

B.G. ANANEV(psychologist): "The interaction of a person with ... the circumstances of life constitutes a particular social situation in the development of the individual" (3, p. 127).

Thus, education starts with analysis social situation of child development, as it is starting point in the organization of the educational process (both in the conditions of the school and in the conditions of the family). The social situation of personality development is determined, one side , features of the social environment, life events, on the other side , it reflects the system RELATIONSHIPS child to the phenomena of the external environment. This attitude, in turn, is due to the age characteristics of the development of the individual and the individual characteristics of her interaction with the immediate environment (family, school, class, friends, etc.). And therefore, as L.S. Vygotsky wrote, for each personality, his own is created, purely individual situation of social development. You can think about the typicality and originality of the social situation of personality development at each age (see our manual, Part 3 for more details). It is necessary to analyze the features of the social situation of personality development in relation to specific aspects of its holistic development - physical, civil, aesthetic, gender, moral qualities and characteristics (see our manual, Parts 6-10 for more details).

Experience shows that knowledge of the positive and negative features of the influence of the social situation on the process of personality development allows the teacher to make some adjustments into the child's lifestyle, to create the most favorable conditions for the full development of the personality, i.e. to translate the social situation of personality development into THE EDUCATIONAL SITUATION OF HER DEVELOPMENT (N.E. Shchurkova).

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Modern man is surrounded by a wide variety of phenomena, many of which have a significant impact on him. But the most important thing that should be distinguished from the human environment is the social environment.

Social environment

We can call the social environment what surrounds a person in social life - this is a manifestation of social relations regarding the person himself. It is important to understand that the social environment is determined by national and class belonging, social economic processes.

There are intra-class differences between people, many of us are in different social strata, and there are also professional and domestic differences in the social life of each individual.

For example, one can single out "artistic environment" and "village environment", the concept of "urban environment" and "production environment" is common.

Depending on the historical, geographical, national and demographic situation, a specific social environment is formed. And a certain social environment gives rise to a specific way of life, behavior and thinking.

The totality of economic, political, material, social and spiritual conditions of a person's life, his activities and the formation of personality - all this determines the social environment for a person.

Social microenvironment and macroenvironment

A distinction is also made between the social microenvironment and the macroenvironment. The social microenvironment is the close environment of a person, such as a family, a group of friends, or a work collective. The social macroenvironment covers large social groups and social phenomena - these are public institutions, the economy, public culture and consciousness.

Poor and rich families

The older the child becomes, the more he realizes that his peers and their parents differ from each other in financial position and social status. Then comes the understanding that there are poor and rich families.

Poor families are those families that are unable to maintain an acceptable standard of living and whose incomes are low. Members of such a family are forced to constantly save, limit their needs.

Sometimes such families save even on vital expenses - food and accommodation, clothing and medical expenses. Poor families have to give up some services, items and activities.

Obviously, wealthy families can afford a lot of material goods and do not skimp on many services and items. Such families can provide both parents and children with all the necessary benefits of life.

If the members of such a family are kind and spiritually developed people, they often help those who are forced to constantly save and give up something.
But the fact that a poor family does not have material resources for certain things and benefits does not mean that such a family is somehow worse than a rich family. It is necessary to understand from childhood that most people differ from each other in material status, but this does not prevent them from respecting each other and treating each other with kindness and love.

There are children from rich families who can make fun of children from poor families, but this is not only ill-mannered, but also unfair. A person, regardless of the income of his family, must behave culturally and tactfully, and not show his superiority over those who, for whatever reason, do not have material wealth.

The concept of "social environment"

The most important factor and condition for the development of the child is the social environment. The social environment is everything that surrounds us in social life and, above all, the people with whom each individual is in a specific relationship. The social environment has a complex structure, which is a multi-level formation, which includes numerous social groups that have a joint impact on the mental development and behavior of the individual. These include:
1. Microenvironment.
2. Indirect social formations that affect the individual.
3. Macrosocial structures - macroenvironment.
The microenvironment is the immediate environment, everything that directly affects a person. In it, he is formed and realizes himself as a person. This is a family, a kindergarten group, a school class, a production team, various informal communication groups and many other associations that a person constantly encounters in everyday life.
Indirect social formations affecting the individual. These are formations that are not directly related to the individual. For example, the production team where his parents work is directly connected with them, but only indirectly - through the parents - with the child.
The macroenvironment is a system of social relations in society. Its structure and content include a combination of many factors, including economic, legal, political, ideological and other relations in the first place. These components of the macro environment affect individuals both directly - through laws, social policy, values, norms, traditions, mass media, and indirectly, through influence on small groups in which the individual is included.
Relationships between people have a wide range. Both on the scale of the macroenvironment and in the conditions of the microenvironment, they are repeatedly mediated. Not always, for example, a grandfather or grandmother can be next to the child. But the father's story about his grandfather, his qualities as a person can have no less impact on the child than direct contact with him.
In addition to the named classification, there are types of social environment that differ according to the principle of the location of the group in the structure of social relations. Based on this, a working, student, school social environment, etc. are distinguished. Each of the listed types of social environment is characterized by certain psychological characteristics that leave an imprint on a person’s personality, as well as groups of people.
There are also a number of other features that can be used to distinguish the type of social environment. For example, according to the division of labor, a distinction is made between urban and rural environments, environments characterized by physical or mental labor. For various types of activity - industrial, political, scientific, artistic, pedagogical, etc.
A specific social environment is, in socio-psychological terms, the totality of the relationship of the individual with the group.
The social environment in which the child finds himself acts as a determining factor in the realization of his needs and requests, is the most important condition for the disclosure of his social essence as a person. However, the child acquires socio-psychological qualities only through his experience, communication, through direct contact with peers and adults in the family, in kindergarten, school, on the street due to his own activity.
The social environment in relation to the individual has a relatively random character. For example, parents, choosing an educational institution for their child, may stop at the one that is not far from home, but at the one that is located next to the grandmother's house, since due to their employment they cannot meet the child from school. But this chance in the socio-psychological plan plays an exceptionally large role, since the nature and characteristics of certain individuals and the characteristics of groups leave an imprint on their relationships, as the child enters the socio-psychological atmosphere inherent in this team.
The social environment is active, it affects a person, captivates, infects him with appropriate behaviors. It can induce, and sometimes force, to certain actions. However, such an impact of the social environment on the individual is not always directed in the right direction and often does not meet the objectives of the upbringing and development of the child. To reduce its unpredictability and the negative impact on the personality of the child, attempts are being made to make it manageable. Recently, the concept of "developing social environment" or, in short, "developing environment" has appeared in the psychological and pedagogical literature.
What is meant by this concept?
In a broad sense, a developing social environment is understood as a certain community of people or an organization created with the aim of implementing specific educational and developmental tasks and enabling children, adolescents and young men to reveal their personal potential. Based on this understanding, any educational institution or organization can be attributed to the developing social environment. This social environment can be called educational, educational, school, kindergarten, etc. The developing social environment is complexly organized. It can have various organizational forms, differ in its content and focus.
According to the form of organization, these can be kindergarten groups, a class of a general education or special school, groups of children in out-of-school institutions: music, art, sports and other schools, sections, studios, various centers, etc.
The content of the developing social environment is determined by the system of various relations of the child with peers, older children and adolescents, teachers, educators, parents of other children, adults who enter into communication with them, and many other factors. The content of these relations can be of a different nature: moral (ethical), intellectual (cognitive), aesthetic, everyday.
The orientation of communication and the relationships that are established between interacting individuals also represent a significant variability, which is based on their need-motivational sphere. In one case, this may be a pronounced desire to satisfy one's cognitive need, in others - to compensate for an existing defect, in the third - a child may be attracted not by what adults seek to give, but by various pranks, aimless pastime, etc.
These characteristics of the developing social environment are set from the outside and are determined by the goals and objectives of training, education and development. A child or teenager who finds himself in such a developing social environment has a wide choice of ways of intellectual, physical, aesthetic, moral development. However, the child himself is not able to decide what to do and what to prefer. In order for him to develop a stable motivation for a particular type of activity, he needs the smart help of an adult, and happiness falls to that child who has a person next to him who can interest and captivate him in the right direction.
Along with a broad understanding of the developing social environment, there is a narrower definition, which can be denoted by the term "special developing social environment".
A special developing social environment is such an organization of the life of children in which, through a certain system-forming component, a special socio-psychological atmosphere is created that contributes to the manifestation of a harmonious combination of the relationship between the child and the social environment, and which encourages children to be active and purposeful.
An example of such a special developing social environment is the experience of developing the personality of a child, accumulated by A.S. Makarenko in organizing the education and upbringing of homeless children in a children's colony. One of the most important backbone components of the special social environment created by him is, in our opinion, the phenomenon of "responsible dependence".
To understand some of the features of the process of social rehabilitation of children with disabilities, it is of interest that L.I. Uman-sky is such a form of organizing the life of schoolchildren during extracurricular time as "uneven-age groups". The idea and creation of these detachments was based on the assumption that the communication and interaction of children of different ages creates favorable conditions for the accelerated development of younger students and the formation of positive moral qualities in adolescents.
Around the same time, L.I. Umansky proposed another form of a special developing social environment for the training of school leaders, which was implemented in the organization of the camp for high school students "Komsorg". Ideas about creating a special developmental environment were developed and continued by his students A.S. Chernyshev, L.I. Akatov, E.A. Shanin and others. At present, in Kursk, where this form of a special developing social environment first appeared, such associations of youth and schoolchildren as "Vertical", "Monolith", a camp for children with mental retardation, etc., have been created and are functioning.
Their functioning is based on the optimal combination of meaningful and exciting recreation for children with the simultaneous solution of special training, developmental and educational tasks developed for each camp.
The forms of a special developing social environment can also include institutions and centers designed to carry out social rehabilitation of children and adolescents with disabilities. The same purpose is served by various training sessions, where both developmental and correctional tasks are solved; specially organized play activity, during which actions and deeds that are useful for the child’s entry into real life come first; meetings that serve to develop the necessary communicative qualities in children.
Another form of organization of a special developing social environment, which has recently received recognition in work with adolescents and older students, is educational psychodiagnostics. This form of work is based on the principle of self-knowledge and self-development based on the analysis and use of data obtained with the help of psychodiagnostic procedures.
So, the social environment is a complex multi-level formation, a concrete manifestation of social relations that have developed in society, in which a particular person lives and develops. But in order for the social environment to influence the child purposefully, to contribute to the formation of personality traits necessary for effective entry and successful interaction with it, it is necessary to create special, specially oriented conditions. Such conditions in the organization of social rehabilitation of children with developmental disabilities is a special developing social environment.

Attitude towards children with disabilities in society

The concept of "disabled" at all times meant "unfit for activity", and for the state, which was forced to spend certain funds on them, they became dependents. Peculiar difficulties in communication and in interaction with them also arose among the surrounding people. History shows that the view of children with life limitations has changed as scientific knowledge and society as a whole have developed. In this regard, the condition is distinguished by three stages: mystical, naive-biological] and scientific, the comparison of which allows a deeper understanding] of the trend in the development of society's attitudes towards people with disabilities.
The first stage includes the period from ancient times up to the 18th century. We find information about this period in legends, myths, proverbs, fairy tales, and other oral and written sources. People in this or that defect saw, first of all, the great misfortune of a person who was treated with superstitious fear and compassion. Along with such an attitude towards abnormal people, there was a belief that people with defects, for example, the blind, have mystical powers, they supposedly have access to special spiritual knowledge and vision.
The second stage begins with the Age of Enlightenment (XVIII century). During this period, medieval mystical ideas and prejudices are becoming a thing of the past, giving way to a rapidly developing science, the accumulation of knowledge in various fields, obtained on the basis of experience and experiment. In theoretical terms, the new view was realized in the doctrine of the vicariate of the sense organs. According to this view, the loss of one of the functions of perception, the lack of one organ is compensated by an increase in the functioning and development of others. However, research in this area has found this theory untenable. At the same time, a significant step forward was made in the view of the child with life limitations. An empirical approach to the study of the physical defects of people has led to serious discoveries. The practical consequence of these views was the emergence of a special alphabet for the blind (Braille alphabet), which made it possible to open access to culture and social life for the blind.
The beginning of the third, scientific stage in understanding the psychology of an abnormal person was laid by the work of the Austrian psychologist A. Adler and his school. They substantiated the significance and psychological role of an organic defect in the process of development and formation of personality. According to his views, if any organ does not cope with its work due to morphological or functional inferiority, then the central nervous system and mental apparatus take on the task of compensating for the difficult functioning of the organ. A mental superstructure is created over an inferior organ or function, seeking to ensure the vital activity of the organism in this or a threatening link. In contact with the external environment, a conflict arises caused by a mismatch of an insufficient organ or function with their tasks, which leads to increased morbidity and mortality. This conflict also creates additional incentives for overcompensation. The defect thus becomes the starting point and the main driving force in the mental development of the individual. If the struggle ends in victory for the organism, then it not only copes with the difficulties created by the defect, but rises itself in its development to a higher level, creating from insufficiency - giftedness, from defect - ability, from weakness - strength, from low value - super value.
A significant contribution to understanding the developmental features of abnormal children was made by V.M. Bekhterev, L.S. Vygotsky, A.R. Lu-ria, B.N. Zeigarnik and many others. At present, the main directions for the study of children with one or another defect have been determined. Special schools and rehabilitation centers for mentally retarded children, children with loss of vision, hearing, speech, and impaired functions of the musculoskeletal system have been created and are functioning everywhere.
However, in general, the attitude of society towards children with developmental disabilities cannot be considered optimal. The degree of rejection of abnormal children is mainly influenced by two factors: demographic and the defect itself. For example, according to a number of studies, urban residents are more negatively disposed towards abnormal children and adolescents than residents of small villages. Villagers are more likely to show disinterestedness and altruism towards them.
As for specific defects, according to L. Pozhar, mental retardation is considered the least acceptable in society, then blindness is indicated in the available literature, deafness is in third place, disorders of the musculoskeletal system are in fourth, and speech disorders are in fifth.
The results of the study conducted under our supervision largely confirmed these findings. Thus, 68 percent of schoolchildren said it was impossible to be friends with a mentally retarded peer. At the same time, 73 percent of respondents could make friends with a blind person, 72 percent with a cripple, 78 percent with a poorly spoken speaker, and 70 percent with a deaf person. Moreover, the opinions of girls and boys are somewhat different. Girls in grades 7, 9 and all students in grade 11, in their unwillingness to communicate with abnormal peers, put the defect of mental retardation in the first place. Then come hearing defects, speech, vision and musculoskeletal disorders. But the boys of 7th and 9th grades in the first place, respectively, put hearing impairment. All other defects for them are approximately the same.
- From the data obtained, we can conclude that for adolescents and older students, those qualities of a defective peer that most of all interfere with communication and the establishment of certain interpersonal interactions come first in a negative assessment.
The negative attitude of society towards children and adolescents with physical defects, as well as increased doses of pity and attention, not only create life inconvenience for them, but also negatively affect the formation of their personality. Their development is inextricably linked with the need for self-affirmation in the appropriate social environment. Unfortunately, normal children often reject a child with a defect, and this most important social need is thus not realized.
The state of unsatisfied self-affirmation leads, as a rule, to the deformation of the personality, to the emergence of moral instability and emptiness in her. If this need is satisfied, then the way opens for the realization of the possibilities of the individual in various decisive spheres of life and work.
The critical point in the life of an abnormal child, no matter what defect he suffers from, is the period when he begins to realize that his external features differ from other people and, in this regard, tries to anticipate the consequences for him of these differences. If the people around the child do not in any way focus on the defect and the inconvenience that it brings to the child, the moral and mental tension gradually subsides. If the child becomes the object of ridicule and bullying by peers and others, a severe internal conflict arises, the consequences of which are difficult to predict.
Thus, the social status of people with disabilities is still very low. Their actual inclusion in social life will still require a lot of time, financial resources, and additional efforts. One of these areas is social rehabilitation as a process of returning and introducing people to social life.
Equally important is the problem of changing public opinion towards persons with disabilities. The press, radio, television, and other mass media must combine their efforts to instill in the population a respectful attitude towards all people who find themselves in a difficult situation due to a physical or mental defect. The feeling of inferiority that arises in them due to a lack of understanding of their problems prevents them from living, using the opportunities of human life, and children develop qualities that do not allow them to effectively interact with the social environment.

Adaptation of children and adolescents in the social environment

The concept of "adaptation" (from the Latin words adapto - I adapt) is the adaptation of the body to external conditions. In modern social psychology, this concept is interpreted widely. An individual, according to A.V. Petrovsky, initially possesses a desire for an internal goal, in accordance with which all manifestations of his activity, without exception, are put into action. This internal goal is revealed in the concept of an adaptive orientation of all mental processes and behavioral acts. This includes the processes of adaptation of the individual to the natural and social environment, the processes of self-adaptation (self-regulation, subordination of higher interests to lower ones), and others.
Depending on the interpretation of the goals of the individual's life activity, the following options for the possible orientation of adaptation are distinguished:
1) homeostatic option - the adaptive outcome is to achieve equilibrium;
2) hedonistic option - the adaptive outcome consists in enjoyment, in avoiding suffering;
3) a pragmatic option - an adaptive outcome consists in practical benefits, success.
All private aspirations in relation to a common internal pre-established goal are evaluated as adaptive and non-adaptive. The concepts of "adaptability - non-adaptation" are revealed as trends in the functioning of a purposeful system and are determined by the correspondence - discrepancy between its goals and the results achieved.
Adaptability is expressed in the coordination of the goal and the results of efforts to achieve it.
Non-adaptation lies in the fact that opposite relations develop between the goal and the result of an individual's activity: the intention does not coincide with the deed, the intention with the execution, the motivation for action - with its results. The idea of ​​goal-outcome mismatch is a defining characteristic of maladaptiveness.
These contradictions in the problem of non-adaptation are inevitable and unavoidable, but they manifest not only negative tendencies, but also progressive ones: this is the source of the dynamic existence of the individual, his development. So, if the goal is not achieved, then this encourages to continue activity in this direction. Non-adaptation can also act as maladaptation: in case of constant failure when trying to achieve a goal, or in the presence of two or more equivalent goals.
In connection with the broad interpretation of the concept of "adaptation", several of its types are distinguished: physiological, psychophysiological, mental, social. In relation to the process of social rehabilitation, mental, socio-psychological and social adaptation are of the greatest interest.
Mental adaptation is expressed in the restructuring of a dynamic personality stereotype in accordance with the new requirements of the environment.
Socio-psychological adaptation is the optimization of the relationship between the individual and the group, the convergence of the goals of their activities, value orientations, the assimilation by the individual of the norms and traditions of groups, entry into their role structure.
Social adaptation is a constant process of active adaptation of the individual to the conditions of the social environment.
These types of adaptation, although they have their own specific features, are manifested as a whole, in a single process of adapting the child to new situations in life. The process of adaptation to the surrounding social environment is ongoing. However, it is usually associated with cardinal changes taking place on the life path of the individual.
The child receives the first lessons of adaptation to interaction with people in the family, in the circle of friendly relatives and friends close to him. But social life is not limited to the family. Pre-school institutions, schools, formal and informal communication groups, inclusion in labor activity, family creation, and much more become important steps for entering social life. And each time, in each new association, the individual has to maintain or acquire anew his socio-psychological status.
Among the main factors determining the degree of success of the child's entry into the social environment are the characteristics of the child himself and the characteristics of the microsocial environment in which he is included. The individual characteristics of the child, on which the effectiveness of his adaptation depends, include his need-motivational sphere (needs, goals, motives, attitudes, etc.), emotional and intellectual properties, as well as some characterological and typological features.
Depending on the structure of the need-motivational sphere of the child, two main types of the adaptation process are distinguished: active and passive.
Active type of adaptation. It is characterized by the Purposefulness of a child or teenager in establishing contacts with peers or other people, an active search for comrades based on common interests. For children of this type, temporary failures do not disappoint, but encourage more activity.
The passive type of adaptation is characterized by non-critical, conformal acceptance of the goals and value orientations of the group.
The type of adaptation significantly affects the socialization of the child and the assimilation of social experience. Based on the typological approach to the study of personal characteristics, the following types of personality formation and its interaction with the environment are distinguished: harmonious, dominant, sensitive, conformal, anxious, introverted and infantile. They cause selective sensitivity to various pathogenic influences and determine the effectiveness of the child's adaptation to the environment (E.M. Alexandrovskaya, 1987).
1. Harmonious type of personality formation. In children of this type, all personal properties are equally formed. They are sociable, self-confident, successfully control their behavior, they have a low level of anxiety and tension. However, with all the stability of their personal structure, it is possible to disrupt the natural process of personality development through improper upbringing. If signs of uncertainty are found, it is recommended to pay attention to the microsocial situation of their appearance and development and try to eliminate or reduce psycho-traumatic factors.
Among children of the harmonious type, a special group stands out, characterized by an increased level of excitement and motor activity. Such children benefit from constant motor discharge to relieve overstrain.
2. Socially oriented personality type. Like a harmonious type, it has a stable personality structure. Children of this type are diligent, conscientious, but they are distinguished by a strong dependence on the situation, the need to act in accordance with existing norms of behavior. A conflict situation arises if they cannot cope with the teaching load. In children of this type, the development of verbal intelligence suffers according to the type of socio-pedagogical neglect, cultural developmental delay. Children of the conformal type strive not so much for the successful mastery of educational activities as for the social encouragement of their actions and deeds. They can be satisfied with a low grade, as long as they don't get scolded for it. They are friendly, responsive, which they demand from others.
3. The dominant type of personality formation. A distinctive feature is the desire for independence and independence, self-affirmation. Most are boys. They are restless, often violate discipline, trying in every possible way to attract the attention of others. There are two variants of the dominant type: the first includes children prone to leadership; to the second - children showing introverted traits. They are vain and expect high marks for their achievements. For children of this type, a conflict situation can arise if the people around them make an attempt to suppress, subjugate them. In response, they can show aggression, fight and other conflicts.
4. Alarm type. Characterized by increased emotional instability, excessive excitement, anxiety. The leading activity for them is communication. Traumatic situations are associated with failures in learning, especially in communication. Emotional disturbances manifest themselves in the form of a reaction of anxiety and self-doubt. Increased anxiety and tension in children of this type is most often due to biological factors - unfavorable intrauterine development, the consequences of infectious diseases in early childhood, etc.
5. Introverted type. Features of this type - focus on cognitive activity. They are distinguished by a high level of intelligence, but they are closed, uncommunicative, as a result of which they show increased excitability, anxiety and tension. For them, collective forms of work are not acceptable. According to the level of activity of children of this type are divided into two subgroups: active and passive. Passive option - characterized by absent-mindedness, withdrawal into oneself. Active - increased excitability, sometimes aggressive forms of behavior appear. In such children, lack of self-control can reduce the productivity of activities. The way in which conflicts are handled depends on the level of activity. The passive variant is characterized, as a rule, by self-isolation, while the active variant is characterized by a reaction of protest, aggression towards others, sometimes emphasizing inadequate own infallibility.
The microsocial environment in which the individual adapts is exceptionally diverse in terms of quality. She can act for him as alien and close, benevolent or aggressive, favorable or unfavorable. When a child or teenager enters a favorable environment, certain prerequisites are created for the realization of social needs: everyone, taking into account their individual characteristics, finds common interests for themselves, close comrades, acquires a certain socio-psychological status.
Due to developmental defects, children with certain life limitations have difficulty interacting in the social environment, the possibility of an adequate response is limited, they experience difficulties in achieving goals within the existing norms. These difficulties become especially noticeable at those moments of life when it becomes necessary to change the habitual stereotypes of adaptive behavior. The most acute period for a child with disabilities becomes, for example, the beginning of schooling, when he needs to show the ability to learn and communicate.
Among other reasons that make it difficult to realize his social needs, there may be:
- violations of intellectual functions, asynchrony of their formation (T.A. Vlasova, M.S. Pevzner, 1971);
- behavioral disorders associated with the child's increased need for movements and the inability to control them;
- various neurodynamic disorders. Most often, their consequences are manifested in the form of a syndrome of hyperexcitability or psychomotor retardation, as well as in the form of instability of mental processes (emotional instability);
- personal characteristics of children formed at the previous stages of development (the ability to communicate with other people, to possess the necessary communication skills, the ability to determine for themselves the optimal position in relation to them), as well as integrated personality formations - self-esteem and the level of claims.
An important aspect of socio-psychological adaptation is the adoption by a child or adolescent of a social role in the microenvironment in which he adapts.
The role in social psychology is defined as the social function of the individual in the system of interpersonal relations. The individual performance of a role by a person has a certain personal coloring, depending on the knowledge and skills to be in this role, on its significance for him, on the desire to more or less meet the expectations of others. The range and number of roles is determined by the variety of groups, activities and relationships in which the child is included. In this regard, there are:
1) Social roles, determined by the place of the child in social relations. For example, for parents, a child is a son or daughter; for teachers - pupil, student; for peers - comrade, classmate, etc.
2) Interpersonal roles, determined by the place of the individual in the system of interpersonal relations (leader, outcast, etc.).
There are also active roles, performed at the moment, and latent ones, manifested in a given situation; official roles - with the performance of duties in groups that include the subject, and informal roles associated with spontaneously arising relationships and activities.
The effectiveness of adaptation significantly depends on how adequately the individual perceives himself and his social connections: a distorted or insufficiently developed self-image leads to adaptation disorders, the extreme expression of which is autism.
Given that the basis of socio-psychological maladaptation and symptoms of mental dysontogenesis in children are common biological and social causes, their psychological and pedagogical correction and prevention should include a set of targeted interventions focused both on the family and on the treatment and prevention of somatic disorders, correction of intellectual , emotional and personal disorders, creating a favorable climate in groups of children, normalizing interpersonal relationships, etc.

An integral part of the process of social rehabilitation of children with disabilities is education. It is designed to provide them with access to knowledge, cultural and historical heritage accumulated by mankind, to prepare them for professional activities, to make relationships with people around them more accessible and civilized.
In Russia, general secondary education is compulsory basic education. Without it, a person is not prepared to receive a professional education and, thus, to the conditions of modern life. Therefore, the issue of school education for disabled people is one of the most important and most fully considered in the legislation of many developed countries.
The Standard Rules for the Equalization of Opportunities for Persons with Disabilities, adopted by the UN General Assembly on December 20, 1993, emphasize that the system of education for persons with disabilities should be part of the general education system. If the general school system does not adequately meet the needs of all persons with disabilities, special education is organized. But at the same time, it should be aimed at preparing students for learning in the school system. The quality of such education should meet the same standards and objectives as education in the general education system, and should be closely related to it. Such an approach is necessary to ensure that disabled people have equal opportunities with healthy people not only in obtaining education, but also in further employment, since if these systems are separated, disabled people will be isolated.
In 1995, the law "On the Social Protection of the Disabled in the Russian Federation" was adopted. It contains a provision that the state ensures that disabled people receive basic general, secondary (complete) general education, primary, secondary and higher vocational education in accordance with an individual program for the rehabilitation of a disabled person.
Most children with disabilities study and undergo rehabilitation in specialized institutions under the jurisdiction of three departments: the Ministries of Education, Labor and Social Development and Health of the Russian Federation. Their activities are regulated by the Model Regulations on a special correctional educational institution for students and pupils with developmental disabilities.
Special education in our country has developed historically and is a branched system that includes horizontal and vertical structures.
The so-called horizontal structure takes into account the psychophysical development of the child and the specifics of the defect. Based on this approach, there are the following educational institutions:
- special (correctional) educational institutions for children with developmental disabilities;
- special educational institutions for children and adolescents with deviant behavior;
- boarding schools and orphanages for orphans and children left without parental care;
- boarding houses for people with severe physical and mental disabilities;
- special technical schools and vocational schools, where disabled people receive vocational training.
The vertical structure is based on the age characteristics of students and includes 5 age levels:
- the period of early infancy (from 0 to 3 years);
- Preschool period (from 3 to 7 years);
- the period of compulsory education (from 7 to 16 years);
- the period of secondary education and vocational training (from 15 to 18 years and up to 21 years for the blind, deaf, with a violation of the musculoskeletal system);
- the period of training of adults with disabilities.
Children with developmental disorders under the age of 3 are brought up at home, in nurseries, orphans - in orphanages. Corrective work with them is carried out in various early intervention centers, rehabilitation or habilitation centers and psychological, medical and pedagogical consultations.
For preschool children there are the following institutions:
- special kindergartens with day stay and around the clock;
- correctional orphanages;
- special groups in mass kindergartens;
- specialized rehabilitation centers;
- pre-school groups in special schools (for children with hearing, vision, musculoskeletal, intellectual disabilities).
Special (correctional) school institutions for children with developmental disabilities implement programs of primary general, basic general, secondary (complete) general education. These institutions are an integral part of the education system and provide an opportunity to receive education within the limits of special state educational standards, and at the same time solve special problems of a correctional nature, providing education, training, treatment, social adaptation and integration of children with special needs.
Forms of education within the framework of a specific special program, taking into account the needs and opportunities of children with developmental disabilities, can be as follows:
- special (correctional) school (day or evening);
- special (correctional) boarding school;
- rehabilitation centers;
- correctional class at a general educational institution;
- individual - in a general education institution;
- learning at home;
- external student;
- training in the conditions of a stationary medical institution;
- dispensary schools.
Obtaining secondary and vocational education by persons with developmental disabilities is possible in the following institutions:
- special secondary schools;
- special production workshops;
- centers of social and labor rehabilitation;
- special vocational schools.
For children and adolescents with deviant behavior, there are 3 types of special educational institutions:
- special educational school;
- Special vocational school;
- a special (correctional) general education school and a special (correctional) vocational school for children and adolescents with developmental disabilities (mental retardation and mild forms of mental retardation) who have committed socially dangerous acts.
At its core, specialized children's institutions are deeply humane. In them, children receive medical, social, rehabilitation assistance, which is provided by qualified specialists of the appropriate profile: teachers, educators, social workers. At the same time, they cannot fully replace other social institutions. The microenvironment of specialized institutions, which is an isolated space, a kind of “reservation” from healthy peers, also has negative aspects. Communicating only in their own environment, children, first of all, do not receive the necessary experience of interaction with other people living in ordinary conditions, which gives rise to significant social difficulties in the future. For many children, separation from the family becomes a serious test. Rare contacts with parents cause them, often, irreparable mental trauma.
At present, the system of special education is intensively looking to improve its effectiveness. Measures are being taken to improve vertical and horizontal structures, new types of special institutions for children experiencing difficulties in learning, communication, behavior (including non-governmental ones) are emerging, fundamentally new multidisciplinary and multifunctional rehabilitation centers are being created that provide socio-pedagogical and psychological assistance and support for children of all ages with various developmental disabilities.
The development of special education, according to L.M. Shi-pitsyna, can be carried out on the basis of two approaches: differentiation and integration (see Scheme 4.1.).
Differentiation is carried out in the process of improving the existing 8 types of special (correctional) institutions, as well as the emergence of new ones, such as special schools for children with autism, with deviant behavior, etc.
Integration implies social integration, i.e. entry, inclusion in our society of children with disabilities, as well as integrated education. There are two models of integrated learning: internal and external. Internal integration * - integration within the system of special education, and external integration involves the interaction of special and mass education.
These types of integration are in our country at the stage of development and are transitional from differentiated education of children in special institutions to integrated education. Determination of start dates

integrated education is decided individually in relation to each child and at the request of his parents. First of all, it depends on the severity of deviations in development. Thus, children with mild disabilities can be integrated into society from early preschool age and included in integrated education from elementary school.
It is expedient to integrate children with more serious impairments (vision, hearing, speech, etc.) into a mass school after primary education, and for children with severe and complex disabilities, integrated education in a general education school is impossible, it is real only in a special school, i.e. type of internal integration.
A different approach is also needed to the training of disabled people in the higher education system. At present, the majority of higher educational institutions are not prepared for the training of disabled people with various types of pathology either organizationally or methodically, which introduces significant difficulties into this process. Thus, due to the unsuitability of the premises, it is very difficult for disabled people with disorders of the musculoskeletal system who move in wheelchairs to independently get into the building of the educational institution, as well as into various classrooms and auditoriums. Blind students need, especially at the initial stage of their studies, accompanying persons. The university libraries do not provide them with special literature using the Braille alphabet, methodological and other manuals.
It should also be borne in mind that the fact of admission of an applicant with disabilities to study at a higher educational institution does not yet solve the problem of his active social adaptation. He only creates the best opportunities for this. Disabled students, as before entering universities, still need additional adult help.
At the same time, efforts to educate disabled people in a vocational school and their social rehabilitation may be ineffective if they cannot find a job after graduation. People with disabilities, especially graduates of higher education, have the opportunity to work. But they need guarantees so that their physical and intellectual potential is in demand and they do not end up on the sidelines of life after graduating from an educational institution.
The problem of restructuring a special school is not solved overnight. Despite many difficulties, special institutions strive to improve their work, trying to create conditions for a normal life for children, their adequate physical, mental, spiritual and social development.
In specialized rehabilitation institutions, children get not only one or another physical defect, but also serious social and mental deviations, manifested in varying degrees and in various forms. In most of these children, the need for communication, cognition, play, work is deformed in their personal experience, there are noticeable disturbances in personal development. Many are physically debilitated, chronically ill, nervous, depressed, inhibited or overly excitable, and often aggressive. They, as a rule, do not have the simplest sanitary and hygienic and household skills.
The first task of the staff of a specialized institution is to study each newly arrived child with the help of psychodiagnostic and other means and, based on the data obtained, develop an individual program for his rehabilitation. Such an approach is necessary in order to ensure a holistic impact on the personality of the child, taking into account his potential and individual characteristics.
In the process of social rehabilitation, one should constantly take care to reduce the emotional and psychological stress caused by the defect and its consequences. To rehabilitate a child or adolescent means to remove his fear of communicating with peers and adults, strengthen his ability for voluntary actions and volitional efforts, give him confidence in his abilities and abilities in learning, play activities, work. In the course of rehabilitation, you need to ensure that the child or a teenager constantly followed the internal rule: "if I want, I can."
Given that the family for a child is initially the most important factor in mental well-being and development, the most important task of a specialized institution of any profile is to bring children's living conditions closer to home as far as possible. To do this, it is important to take care of recreating the functions that the family performs: sanitary and hygienic, household, observance of traditions, forms of encouragement and reprimand, trust, confidentiality, cooperation with adults, development of a child's sense of self-worth and dignity, satisfaction of the need for personalized love. and etc.
It is possible to create such conditions for children if a small number of children are included in the groups during their formation, if they function constantly, there is no unification and frequent change of educators. Under these conditions, the child has the opportunity to communicate with adults, to feel more psychologically protected.
The process of social rehabilitation in a specialized institution should be based on the positive capabilities of the child and not go beyond the limits of the difficulties available to him. Corrective classes should be aimed at developing the cognitive sphere in children: logical thinking, attention, memory, active vocabulary, as well as the formation of prosocial behavior skills. Such classes give the greatest effect if they are carried out in natural conditions: in the forest, in a store, in a park, on the street, at the post office, etc.
In order to encourage children to study, it is recommended to use assessments very carefully at first. For example, grades should be given not for knowledge, but for diligence of children, their attitude to classes, gradually including grades for knowledge and skills acquired by children.
The most important condition for successful social rehabilitation work is the involvement of children in feasible work.
Specialized institutions for children with disabilities have a specific purpose. In order for a child to stay in it to bring tangible benefits, it is necessary to create in it a whole range of conditions that ensure complete social rehabilitation, life, the opportunity to get an education, join work, medical and psychological assistance. These features of a children's specialized institution require a flexible, non-standard approach from its staff, adherence to principles focused on the interests and needs of children.
A real alternative to a special school for the disabled is homeschooling. The Law on Education provides that if it is not possible to educate and educate children with disabilities in general or special preschool and general education institutions, educational authorities and educational institutions provide, with the consent of their parents, the education of children with disabilities according to a full general education or individual program at home. The costs of home schooling are compensated to parents at the expense of the state in the manner determined by the Government of the Russian Federation. But such training requires colossal efforts from parents, and its effectiveness depends mainly on their efforts.
Obtaining education for the disabled is a decisive condition for preparing them for socio-economic life. However, it seems impossible to overcome the difficulties they experience in doing so only at the level of a departmental approach. We need a long-term federal program aimed at comprehensive, comprehensive support for people with disabilities, creating real opportunities for them to develop fully, have a decent existence, receive education at all its stages and include them in various types of professional activities.

Problems of integration of children with disabilities in the environment of healthy children

In our country, a system has traditionally developed for organizing the education of children with developmental disabilities in special educational institutions on the principles of a differentiated approach, based on the specifics directly related to the leading defect.
But such a practice, as studies show (M.V. Gromova, V.K. Zaretsky, 1995), cannot fully satisfy all the diversity and peculiarities of the educational needs of such children. About 25 percent of them for a number of diseases can study in mass general education schools. In addition, the stay of children with developmental disabilities in special institutions, despite the presence in them of a number of positive conditions for the correction of developmental disorders, limits the possibility of contacts with normally developing peers, separates children from their families, which does not allow them to fully use the social aspect of rehabilitation. pupils with disabilities. All this makes it difficult for them to form their readiness to overcome life's difficulties, the ability to plan different aspects of their lives, and interact with people.
In this regard, there is a need to create a more flexible system of special education, which could develop and function both on the basis of traditional forms and on the basis of an integrated approach. The essence of the integrated approach lies in the fact that children with developmental disabilities are created equal opportunities with their healthy peers in obtaining the education necessary for their adaptation and full integration in society.
Its legal basis is the documents that define international standards in the field of education of children with disabilities, such as: "Declaration on the rights of persons with disabilities"; "Declaration on the rights of mentally retarded persons"; "Convention on the Rights of the Child"; "World Program of Action for Persons with Disabilities"; "Standard Rules for Ensuring Equal Opportunities for Persons with Disabilities" and some others. In these documents, the education of children with disabilities is considered from the standpoint of the most complete provision of conditions for education and upbringing in integrated educational structures.
Currently, the provisions regarding disabled children, recorded in these documents, are being successfully implemented in Belgium, Great Britain, Canada, the USA, Sweden, Germany and a number of other states. As the analysis of special education systems conducted by L.M. Shi-pitsyna, each country has its own problems and difficulties in finding the most appropriate ways of adaptation and integration of children with disabilities into society.
A distinctive feature of special education in the above countries is as follows:
- it has become more dynamic, is in a state of constant search and implementation of ideas and concepts;
- the development of the main directions and development programs is based on and taking into account national interests, economic opportunities and cultural traditions of countries;
- in order to improve the quality of education, the education of children with special problems is carried out with a focus on an individual approach to students, the development of their personality, and vocational training;
- new approaches are being created to the interaction between the mass and special schools, to integrated education, the development of its forms and methods.
Thus, in Belgium, for children with developmental problems who are able to master the curriculum of an educational school, there is a real opportunity to attend lessons in a regular school, receiving additional help from specialists. Due to the fact that ordinary schools may not have the necessary specialists for them, the Law on Special Education provides for the organization of interaction between educational mass and special schools in order to receive real assistance from specialists.
In order for a child with developmental disabilities to attend a public school, a comprehensive diagnosis is carried out with an assessment of his cognitive and educational abilities, ways of performing tasks, social and economic opportunities. Based on the needs of the child, goals and objectives, ways and methods of teaching are determined. Integrated education is carried out in preschool, primary and secondary educational institutions. For children with severe sensory and physical impairments, integrated learning is limited.
Integrated education for children with disabilities is quite common in France. Here, the involvement of children with developmental disabilities in the educational process can be carried out in four areas:
1. The child studies according to the usual school curriculum, but during his stay at school and outside of school, he is provided with additional services: medical procedures, educational measures, etc.
2. The child studies according to the regular school curriculum, but is provided with additional care and studies according to a special additional program. The most common example is a visually impaired child who is in a regular classroom and is attending a Braille course.
3. During the main school time, the child is trained in a special class according to a special program. But for a certain part of the time he is engaged in a regular program with students of his age. This form of education presupposes the existence of an appropriate curriculum.
4. The child attends only a special class and studies there according to a special program. But at the same time, he takes a direct part in the life of the school: joint breakfasts, joint visits to educational events, participation in sports games, etc.
In a number of countries, there is a practice of creating additional conditions that facilitate the implementation of the educational process for both teachers and students with special needs. For these purposes, special integrated programs are being developed. The most frequently used programs are called "Social and pedagogical office", "Traveling teacher", "Teacher-consultant".
The essence of these programs is as follows:
1. Program "Special office". In an ordinary mass school, a socio-pedagogical office is created, in which a special teacher works. The office is equipped with the necessary special aids used in the educational process for abnormal children. The anomalous child is a member of the regular normal class and is referred to a special room when he needs special help.
2. The program "Traveling teacher". When implementing this program, a special teacher "travels" within a certain territory from one school to another, where abnormal children with a certain defect study.
The order of visiting schools by such a teacher depends on the specific need for it.
3. Program "Teacher-consultant". This type of program is intended for those abnormal children who do not need much help from a special educator. The special educator works as a teacher-adviser in several of the schools he attends.
However, the organization of integrated education for children is quite complex and requires a lot of effort. This requires not only changes in the organization of the activities of the schools themselves, but also in the thinking of people, both abnormal and normal - in equal measure.
Of particular interest for understanding the integrated form of education is the experience gained in the UK education system, described by L. Pozhar. According to his data, in this country there are approximately 18-20 percent of the total number of schoolchildren in need of special care. Some of these children, mostly with a slight defect, attend public schools, but such children are provided with assistance from special teachers who come to school or family. Another part of anomalous children also attend public schools, but for them the so-called socio-pedagogical "unit" or group is organized in these schools. In this group there is, as a rule, one special and a number of auxiliary teachers. In addition, if necessary, other specialists come to the school: speech therapists, deaf teachers, typhlopedagogues, etc., who help solve socio-pedagogical problems, as well as school psychologists who solve problems of a socio-psychological nature (disturbances in behavior, learning, problems associated with transfer of students to a special school or, conversely, from a special school to a mass school). Most of the time in such schools, abnormal children spend with healthy peers, and only part of the time - in a special group.
A certain part of abnormal children and adolescents study in special schools. In most cases, these are children with more severe forms of defects.
As can be seen from what has been said, integration does not at all mean the abolition of special schools and the simple transfer of abnormal children from special schools to mass schools. Each of the three forms has its pros and cons. But in all forms of teaching children, an important place is occupied by the cooperation of the school with parents, an individual approach is consistently applied to the child and an individual plan of work with him is necessarily developed depending on his capabilities and abilities, as well as on the capabilities of this school.
Let us consider a specific example of the implementation of an integrative approach in teaching abnormal children, which was studied by L. Pozhar in one of the schools in Guildford (England).
The school, where more than 600 students aged 12 to 18 study, organizes the education of children (30 people) with disorders of the musculoskeletal system. In order for such a school to work on the principle of integration, it was necessary to solve many organizational, educational, methodological and socio-psychological problems.
First of all, it was necessary to solve the problem of transport both for delivering children to school and within the school. The parents solved the first problem, the school solved the second. It was necessary to install a freight elevator, remove barriers at the entrance to the school, and place mirrors in the corridors so that strollers would not collide. In addition, it was necessary to adapt the equipment. It was necessary to lower the height of the tables, screw handles to them so that children could pull themselves up to them, special stands were made for teaching aids, special toilets and washbasins were equipped so that they could be conveniently used by disabled children.
Two rooms were allocated for this group. In one of them, children meet before the start of lessons, after lessons and during breaks to rest, eat their breakfast, etc. They also leave their things there. In the second room, special teachers help them master some sections of the educational material. They have at their disposal specially adapted computers and other aids.
In addition to the main special teacher, four auxiliary specialists work at the school and, if necessary, other specialists come. A special educator accompanies children throughout the school, when they move from one specialized class to another, and provides them with the necessary assistance right in the classroom. An abnormal child can go to the principal of the school at any time. The same can be done by parents who are given the right to attend the class and even to volunteer the role of an auxiliary teacher.
Healthy children from the very beginning fully accepted abnormal students. In their free time, they come to their premises to play computer games with them. Some children have made friends among the newcomers.
Parents of healthy children were informed in advance that abnormal children would study with their children. Thus, some negative consequences of the established stereotypes in relation to abnormal children were prevented. A benevolent atmosphere has developed at the school also thanks to the efforts of staff and teachers.
The given examples of the implementation of the integrated training of abnormal children indicate that this form of education is optimal for many children with disabilities, while not excluding the training of children with more severe forms in special educational institutions. However, in order to create favorable conditions for this, significant material costs are required, as well as certain physical and moral efforts.
The integration of abnormal children into mass schools can only be successful if the following conditions are met:
1. The necessary material and moral conditions have been created for the life and education of children in the conditions of a general education school.
2. Integrated education should be carried out only with the mutual consent of the parents.
3. An abnormal child should be provided with special pedagogical assistance during training. This means that without special teachers working directly in a mass-type school, integration is impossible.
4. Care for abnormal children should not be at the expense of care for other students.
5. Integration should be carried out on the basis of the effective use of all the means at the disposal of this school.
6. The abnormal child must take part in school activities on an equal basis with other students.
7. An abnormal child must be subject to the same requirements as a healthy child.
If any of these conditions are not met, integrated learning will not be successful.
The above analysis of the experience of organizing integrated education in the UK shows that the creation of conceptual foundations and the reform of the system of education and upbringing of children with disabilities on the principles of an integrated approach is possible only at the state level.
As for our country, the ideas of transition to education of children and adolescents with life limitations, based on the principle of integration, are still in their infancy. Integrative approaches to their education, for example, are being pursued by scientists from the Institute of Correctional Pedagogy of the Russian Academy of Education, who consider these problems taking into account the real conditions of the Russian educational system. The concept of integrative learning proposed by them is based on three main principles:
- integration through early correction. It is necessary to create a system in the country for early (from the first months of life) detection of deviations in the development of children and their correction, and thereby reach such a level of psychophysical development of an abnormal child that would allow him to “join” the general educational environment as adequately as possible already at the next stage of age. development;
- integration through mandatory correctional assistance to each integrated child;
- integration through reasonable selection of children for integrated education.
With this approach, integration is not opposed to the system of special education, but acts as one of the alternative forms within the system, since a child integrated into the general educational environment necessarily receives special assistance. Its task is to bring together two educational systems - general and special.
There are examples of results that have been obtained from an integrated approach that exceed expectations. For example, in Nizhny Novgorod, the Nordis School was established for deaf and hard of hearing children and their parents, the main goal of which is the complete rehabilitation of a deaf child. Deaf children who went through this school with their parents not only speak ordinary Russian, but also sing, dance, and play musical instruments. They study in a “regular” school with “normal” children, master the entire school curriculum, and enter higher educational institutions on a general basis by competition.
The principle of integration is also used to educate children with life limitations in a number of schools in other regions of the country: in Moscow, St. Petersburg, Samara, etc.
The main provisions of their activities are:
- refusal of differentiation of training;
- recognition of the rights of any child to study in a regular school;
- preservation of the class as an integrity throughout the entire time of teaching children;
- ensuring the progress of students and the required level of education by creating additional forms of education, introducing special lessons and other activities;
- involvement of parents in the joint elimination of the difficulties experienced by the child.
As practice shows, an integrated approach is useful not only in teaching disabled children, but also healthy children who acquire a vital moral experience of communicating with a weaker, less “smart”, less capable peer and accept him as an equal.

test questions

1. Expand the essence of the concepts of "social environment", "microenvironment", "macroenvironment", "special development environment".
2. Reveal the main reasons for rejection, non-acceptance of children with disabilities by the social environment. Name the main ways to eliminate the named negative phenomenon.
3. Describe the essence of the adaptation process in children with disabilities in the social environment. Name the reasons hindering their adaptation to the environment of healthy peers.
4. Expand the role of education in preparing children for integration into society. What is the system of special education in our country?
5. Name the positive and negative aspects of the stay of children with disabilities in specialized boarding schools.
6. Expand the essence of the concept of "integration of children with disabilities into the environment of healthy children."
7. Describe the features of foreign experience of an integrated approach to teaching children with disabilities.
8. Under what conditions is it possible to integrate children with developmental disabilities into mass schools?

Topics for reports and messages

1. Social environment and features of its impact on the personality of a child with disabilities.
2. Problems of integration of children with disabilities in the environment of healthy children.
3. Socio-psychological aspects of the development of a child with developmental disabilities in children's specialized institutions.
4. Experience in creating a special developmental environment in the system of complex rehabilitation of children with disabilities in a rehabilitation center.

Literature

1. Akatov L.I., Blinkov YL. On some aspects of an integrated approach to teaching and social rehabilitation of disabled people // Higher Education for Disabled People. Materials of the International scientific-practical conference. SPb., 2000.
2. Vikhorev D.L. Problems of training and adaptation of children with disabilities in Russia // Higher Education of the Disabled. Materials of the International scientific-practical conference. SPb., 2000.
3. Opportunities for the rehabilitation of children with mental and physical disabilities through education. Collection of scientific works and design materials. Institute of Pedagogical Innovations of the Russian Academy of Education. M-, 1995.
4. All-Russian conference on the problems of children with disabilities. M., 1999.
5. Zaretsky V.K. Problems of differentiated learning and the possibility of integration // Possibilities of rehabilitation of children with mental and physical disabilities by means of education. M., 1995.
6. Ivashchenko G.M., Mirsogatova M.L., Kamaeva. GL. Organization of social rehabilitation of minors in specialized institutions of social protection // Bulletin of psychosocial and correctional and rehabilitation work. 1995. No. 1.
7. Deprived of parental care: Reader / Ed. - comp. B.C. Mukhin. M., 1991.
8. Education of children with developmental problems in different countries of the world: Reader / Composition. L.M. Shipitsyn. SPb., 1997.
9. Fire L. Psychology of abnormal children and adolescents - pathopsychology. M., 1996.
10. Social psychology / Ed. A.V. Petrovsky. M., 1987.
11. Shipitsyna L.M. Special education in Russia // Education of children with developmental problems in different countries of the world: Reader / Composition. L.M. Shipitsyn. SPb., 1997.
12. "School 2100". Educational program and ways of its implementation / Under the scientific editorship of A.A. Leontiev. M., 1999.

social, material and spiritual conditions surrounding a person for his existence, formation and activity. S. s. in a broad sense (macroenvironment) covers the social-economic. system as a whole - produces. forces, the totality of societies. relations and institutions, societies. consciousness, culture of a given society; S. s. in the narrow sense (microenvironment), being an element of S. with. in general, includes directly. the social environment of a person - family, labor, educational, and other collectives and groups. S. s. has a decisive influence on the formation and development of personality. At the same time, under the influence of creative activity, human activity, it changes, transforms, and in the process of these transformations, people themselves also change. See also Society, Collective, Personality.

Great Definition

Incomplete definition ↓

ENVIRONMENT SOCIAL

a set of conditions that affect the formation and functioning of a person in society, the objective and human environment for the development of a person, his abilities, needs, interests, consciousness. S.'s concept with. became widespread in philosophy, then in the social sciences and everyday consciousness, when in society, in connection with the development of industrial production and civil law relations, the ideas of the dependence of an individual (even an outstanding one) on the structure and nature of a particular social system (society, class, estate, groups). Personality's dependence on S. s. was interpreted as a connection between the active, moral, and cultural qualities of an individual and the possibilities and boundaries of a given social system. Personality in this regard was presented mainly as a "carrier" or representative of a certain set of social traits. In terms of socio-philosophical concept S. s. opposed to historical subjectivism, methodologically, it contributed to the understanding of the social individual as a "carrier", as an element of social ties. This is its meaning. S.'s concept with. often interpreted broadly. As a result, a paradox of the “central” position of the personality arises, i.e., the personality is fixed in the “center” of the environment, appears as if its main figure, but in fact turns out to be a passive being, the object of all kinds of influences from the environment. In such an interpretation, a person loses the qualities of subjectivity, i.e., ceases to be a person in the proper sense of the word. The methodological premise of this conception is the indeterminacy of the concept of "environment": it does not record the personal interdependence of people and the actual individual composition, embodying and realizing the content that is hidden behind the concept of S. s. As a result, an idea may be formed that in addition to interacting people, a certain environment also self-realizes in society.

The environment has a shaping effect on a person. Wisdom has long been known: a person is formed by his whole life. Of particular importance is social environment - spiritual and material conditions of life. They are inherent a special kind of pedagogical cause-and-effect relationships, regularities called socio-pedagogical. The operation of these causal relationships brings broad and significant personality-forming pedagogical results:

- educational: affect citizens' understanding of the world around them, the events and processes taking place in society and its spheres, understanding their place in the world and society, broaden their horizons, increase awareness in various fields of knowledge, create conditions for self-education, etc.;

- educational: form political and moral beliefs, attitudes towards the Motherland, its history, prospects, people, state bodies, politics, certain state and public institutions, events, professions, work, religions, social groups, nationalities, activate and change the motives of behavior, form moral views and habits of behavior, adherence to universal values, certain traditions, customs, ways of spending leisure time, push for decisions and actions, form cultural and aesthetic views and tastes, etc .;

- educational: enrich with knowledge on various issues of life, activity and behavior, as well as everyday and professional skills and abilities, etc .;

- developing: socialize needs, interests, inclinations, improve physical qualities, affect the level of development of intelligence, culture, morality, professional and business abilities, etc.

The upbringing of a person is especially susceptible to socio-pedagogical influences.

A characteristic feature of socio-pedagogical influences on a person is the spontaneity, uncontrollability, and chance that prevail in them. In addition, if professional teachers, properly trained educators, deal with pedagogical problems in specially organized pedagogical institutions, then social and pedagogical influences are exerted by people who usually do not have pedagogical training (heads, officials, employees of the state apparatus, business workers, workers of means mass media, parents, members of various social groups, etc.). These influences are such that they turn everything in a person, cross out much of the positive that was formed in her at school, at the institute, through the efforts of many good teachers and educators. If judges judged people, and doctors treated them with the same degree of subjectivity and pedagogical illiteracy with which they are often treated in life, at work, in various institutions, then all the innocent would have been condemned long ago, and the sick would have died. Raising the question of overcoming spontaneity and pedagogical incompetence still sounds weak and drowns in the roar of life and the difficulties of society.

The practice of the real life of a person in a certain social environment is school of Life(“school of the family”, “school of professional activity”, “school of leisure”, etc.). Its influence on the formation of personality interacts with what the special pedagogical institutions of society and its spheres do and achieve, and often competes with them. The strength and results of the influences of the “school of life” and purposeful pedagogical influences often do not coincide. So, schoolchildren receiving general education within the walls of a general education school simultaneously go through the "school of the family", "school of the street", "school of discos", "school of informal peer associations", "school of information technologies" (Internet, computer games), "school television and video products, etc. Their education, upbringing, training and development is usually not the arithmetic sum of all these schools, but the dominant influence of one of them.

The natural environment also has a certain pedagogical impact. In the pedagogical literature it is rightly noted that "we can conditionally speak of" pedagogy of the mountains", "pedagogy of the Volga", "pedagogy of the sea", "pedagogy of the steppes", because childhood and life spent in the peculiarities of such an environment have a kind of upbringing, teaching and developing influence on people.

Human development in interaction and under the influence of the environment in the most general form can be defined as a process and a result of its development. socialization, i.e. assimilation and reproduction of cultural values ​​and social norms, as well as self-development and self-realization in the society in which he lives. Socialization has an interdisciplinary status and is widely used in pedagogy, but its content is not stable and unambiguous.

Socialization occurs: 1) in the process of spontaneous interaction of a person with society and the spontaneous influence on him of various, sometimes multidirectional circumstances of life; 2) in the process of influence by the state on certain categories of people; 3) in the process of purposefully creating conditions for human development, i.e. education; 4) in the process of self-development, self-education of a person.

An analysis of numerous concepts of socialization shows that all of them in one way or another gravitate toward one of two approaches that differ in understanding the role of the person himself in the process of socialization (although, of course, such a division, firstly, is very arbitrary, and secondly , rather coarse).

The first approach affirms or assumes a passive position of a person in the process of socialization, and considers socialization itself as a process of its adaptation to a society that forms each of its members in accordance with its inherent culture. This approach can be called subject-object (society is the subject of influence, and man is its object). At the origins of this approach were the French scientist Émile Durkheim and American - Talcott Parsons.

Supporters of the second approach proceed from the fact that a person actively participates in the process of socialization and not only adapts to society, but also influences his life circumstances and himself. This approach can be defined as subject-subjective. Americans can be considered the founders of this approach. Charles Cooley and George Herbert Mead.

Based on the subject-subject approach, socialization can be interpreted as the development and self-change of a person in the process of assimilation and reproduction of culture, which occurs in the interaction of a person with spontaneous, relatively directed and purposefully created living conditions at all age stages. The essence of socialization is combined adaptation (adaptation) and isolation of a person in a particular society.

Adaptation (social adaptation) is the process and result of counter activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation involves coordinating the requirements and expectations of the social environment in relation to a person with his attitudes and social behavior; coordination of self-assessments and claims of a person with his capabilities and with the realities of the social environment. Thus, adaptation is the process and result of the individual becoming a social being.

Isolation is the process of autonomization of a person in society. The result of this process is the need for a person to have his own views and the presence of such (value autonomy), the need to have one's own attachments (emotional autonomy), the need to independently resolve issues that concern him personally, the ability to resist those life situations that interfere with his self-change, self-determination, self-realization, self-affirmation (behavioral autonomy). Thus, isolation is the process and result of the formation of human individuality.

From what has been said, it follows that in the process of socialization, an internal, completely insoluble the conflict between the measure of a person's adaptation in society and the degree of his isolation in society. In other words, effective socialization presupposes a certain balance of adaptation and isolation.

Human socialization in the modern world , having more or less obvious features in a particular society, in each of them has a number of common or similar characteristics.

In any society, human socialization has features at various stages. . In the most general form, the stages of socialization can be correlated with the age periodization of a person's life. There are various periodizations, and the one given below is not generally accepted. It is very conditional (especially after the stage of adolescence), but quite convenient from a socio-pedagogical point of view.

We will proceed from the fact that a person in the process of socialization goes through the following stages: infancy (from birth to 1 year), early childhood (1-3 years), preschool childhood (3-6 years), primary school age (6-10 years) , younger teenage (10-12 years old), older teenage (12-14 years old), early youthful (15-17 years old), youthful (18-23 years old) age, youth (23-30 years old), early maturity (30- 40 years), late maturity (40-55 years), old age (55-65 years), old age (65-70 years), longevity (over 70 years).

Socialization, as already noted, is also carried out in various situations that arise as a result of the interaction of many circumstances. It is the cumulative influence of these circumstances on a person that requires a certain behavior and activity from him. The factors of socialization are called such circumstances under which conditions are created for the course of socialization processes. As many circumstances, options for their combination, so many factors (conditions) of socialization. A.V. Mudrik singled out the main factors of socialization, combining them into four groups:

First - megafactors (mega - very large, universal) - space, planet, world, which to some extent through other groups of factors influence the socialization of all inhabitants of the Earth.

Second - macro factors (macro - large) - a country, ethnic group, society, state, which affect the socialization of all living in certain countries (this influence is mediated by two other groups of factors).

Third - mesofactors (meso - medium, intermediate), conditions of socialization of large groups of people, allocated: by area and type of settlement in which they live (region, village, city, township); by belonging to the audience of certain mass communication networks (radio, television, etc.); by belonging to certain subcultures.

Mesofactors affect socialization both directly and indirectly through the fourth group - microfactors . These include factors that directly affect specific people who interact with them - family, peer groups, educational organizations, various public, state, religious and private organizations, microsociety.

Microfactors, as noted by sociologists, influence the development of a person through the so-called agents of socialization, i.e. persons in direct interaction with whom he lives. At different age stages, the composition of agents is specific. So, in relation to children and adolescents, such are parents, brothers and sisters, relatives, peers, neighbors, teachers. In youth or youth, the number of agents also includes a spouse, colleagues at work, study and military service. In adulthood, their own children are added, and in the elderly, members of their families.

Socialization is carried out using a wide range of funds, specific to a certain society, social stratum, age of a person. These include, for example, methods of feeding and caring for an infant; methods of encouragement and punishment in the family, in peer groups, in educational and professional groups; various types and types of relationships in the main areas of human life (communication, play, sports), etc.

The better organized social groups, the more opportunities to have a socializing influence on the individual. However, social groups are unequal in their ability to influence a personality at various stages of its ontogenetic development. So, in early and preschool age, the family has the greatest influence. In adolescence and youth, the influence of peer groups increases and is most effective, while in adulthood, the estate, labor or professional team, and individuals come first in importance. There are factors of socialization, the value of which is preserved throughout a person's life. This is a nation, mentality, ethnicity.

In recent years, scientists have attached increasing importance to macro factors of socialization, including natural and geographical conditions, since it has been established that they both directly and indirectly influence the formation of a person. Knowledge of the macrofactors of socialization makes it possible to understand the specifics of the manifestation of the general laws of development of an individual as a representative of Homo sapiens.

Socialization factors are a developing environment that must be designed, well organized and even built. The main requirement for the developing environment is the creation of an atmosphere in which humane relations, trust, security, and the possibility of personal growth will prevail.

The socialization of a person is carried out in the process of his interaction with diverse and numerous factors, organizations, agents, using various means and mechanisms.

How this interaction takes place in a spontaneous, relatively directed and relatively socially controlled socialization largely determines the self-change of a person throughout his life, and in general - his socialization.

In line with the subject-object approach to understanding socialization Socialization is generally understood as the formation of traits that are set by the status and required by this society. Socialization is determined as the resultant conformity of the individual to social prescriptions.

Other researchers have a different view of socialization, but also in line with the subject-object approach to socialization. The essence of their position is that, since a person cannot be prepared in advance for the various requirements that he will meet in life, socialization should be based on the assimilation of not just the sum of various role expectations, but the very essence of these requirements.

From this point of view, the formation of behavioral models in a person, including the main elements of institutional requirements and prescriptions, can be considered the key to successful socialization. The American psychologist and educator L. Kohlberg emphasized that this type of socialization prevents role conflicts in the future, while conformal adaptation to one's environment, if it changes, makes them inevitable.

In numerous studies, more and more attention is paid to identifying not those circumstances and characteristics that ensure that a person meets the requirements for a given stage of his development, but those that ensure successful socialization in the future. For example, socialization is seen as the assimilation by a person of attitudes, values, ways of thinking and other personal and social qualities that will characterize it at the next stage of development. This approach, which the American researcher A. Inkels called “looking ahead” (studying what a child should be like now, so that, becoming an adult, he would be successful), is very characteristic of the development of empirical research today.

The opinion has become quite widespread that socialization will be successful if the individual learns to navigate in unforeseen social situations. Various mechanisms of such orientation are considered. One of them is based on the concept of "situational adaptation" - "when entering a new situation, an individual connects the new expectations of others with his "I" and thus adapts to the situation." However, this approach turns a person into a kind of weather vane (which is the case, but not always).

As part of subject-subjective approach is considered , that a socialized person is not only adapted to society, but is also able to be the subject of his own development and, to some extent, of society as a whole.

Thus, American scientists M. Riley and E. Thomas pay special attention to the presence of a person's own value orientations. They believe that difficulties in socialization arise when role expectations do not coincide with the self-expectations of the individual. In these cases, a person must carry out role replacements or restructuring of value orientations, strive to change self-expectation and be able to leave previous roles.

In line with the subject-subject approach, personality characteristics that ensure successful socialization are: the ability to change one's value orientations; the ability to find a balance between their values ​​and the requirements of the role (selectively referring to their social roles); orientation not on specific requirements, but on the understanding of universal moral human values.

Thus, a mature person can be considered a socialized person. The main criteria for the maturity and socialization of a person are: respect for oneself (self-esteem), respect for people, respect for nature, the ability to predict, the ability to creatively approach life (flexibility and at the same time stability in changing situations, as well as creativity).

From the point of view of social pedagogy socialization in general, it can be interpreted as follows: in the process and as a result of socialization, a person masters a set of role expectations and prescriptions in various spheres of life (family, professional, social, etc.) and develops as a person, acquiring and developing a number of social attitudes and value orientations, satisfying and developing their needs and interests. The socialization of a person is manifested in the balance between his adaptability and isolation in society.

Within the framework of the problem of socialization as a result of socialization as a whole, the question of upbringing as a result of relatively socially controlled socialization stands apart.

At the everyday level, upbringing is understood quite unambiguously and one-sidedly, as evidenced by dictionaries: “A well-bred person who grew up in the usual rules of secular decency, is educated” (V. I. Dal). “Education is the ability to behave; good breeding "(Dictionary of the Russian language. - M., 1957). "Brought up - who received a good upbringing, who knows how to behave" (ibid.).

It is very problematic to characterize upbringing at the theoretical level due to the variety of interpretations of the concept of "education". All known attempts to characterize upbringing with the help of empirical indicators give rise to one or another objection. More or less correctly, this is done in relation to certain aspects of upbringing (for example, education, professional training, attitudes and value orientations in various spheres of life, etc.). However, the revealed level of education of a person or his social attitudes, for example, in the field of interethnic interaction, etc., do not always correspond to his real social behavior.

Socialization has a "mobile character", i.e. the formed socialization can become ineffective in connection with a variety of circumstances.

Radical or very significant changes taking place in society, leading to the breakdown or transformation of social and (or) professional structures, which entails changes in the status of large groups of the population, turn their socialization into ineffective for new conditions. Moving a person from country to country, from region to region, from village to city and vice versa also makes socialization problematic.

Changing roles, expectations and self-expectations in connection with the transition of a person from one age stage to another, can also make the formed socialization in children, adolescents, and young men ineffective.

The socialization of children, adolescents, young men in any society takes place in various conditions. The conditions of socialization are characterized by the presence of certain numerous dangers that have a negative impact on human development. Therefore, whole categories of children, adolescents, and youths appear objectively, becoming or may become victims of unfavorable conditions of socialization.

A.V. Mudrik conventionally identifies real, potential and latent types of victims of adverse conditions, which are represented by various types-categories of people.

real victims unfavorable conditions of socialization are disabled; children, adolescents, young men with psychosomatic defects and deviations; orphans and a number of categories of children in the care of the state or public organizations.

Potential but very real victims one can consider children, adolescents, young men with borderline mental states and with accentuations of character; children of migrants from country to country, from region to region, from village to city and from city to village; children born in families with low economic, moral, educational levels; mestizos and representatives of other national groups in places of compact residence of another ethnic group.

Latent victims Unfavorable conditions of socialization can be considered those who could not realize the inclinations inherent in them due to the objective circumstances of their socialization. So, a number of experts believe that high talent and even genius "fall" on the share of about one person out of a thousand born. Depending on the degree of favorable conditions of socialization, especially at early age stages, this predisposition develops to the extent that makes its carriers highly gifted people, in about one person out of a million born. But really, only one out of ten million becomes a genius, i.e., most of the Einsteins and Tchaikovskys are lost on the path of life, because the conditions for their socialization (even quite favorable ones) turn out to be insufficient for the development and realization of the high talent inherent in them. Since neither they themselves nor their relatives even suspect this, they can be attributed to the latent type of victims of unfavorable conditions of socialization.

These types of real victims are by no means always presented "in their pure form". Very often, a primary defect, a deviation from the norm, or some objective life circumstance (for example, a dysfunctional family) causes secondary changes in a person’s development, leads to a restructuring of a life position, and forms inadequate or detrimental attitudes towards the world and towards oneself. Often there is a superposition of one sign or circumstance on others (for example, a first-generation migrant becomes an alcoholic). An even more tragic example is the fate of graduates of orphanages (mostly social orphans, that is, those who have parents or close relatives). Among them, up to 30% become "homeless", up to 20% - offenders, and up to 10% commit suicide.

Some signs and circumstances that make it possible to attribute a person to the number of victims of adverse conditions of socialization are of a permanent nature (orphanhood, disability), others appear at a certain age stage (social maladaptation, alcoholism, drug addiction); some are unremovable (disability), others can be prevented or changed (various social deviations, illegal behavior, etc.).

1 The concept of raising children and students in the Republic of Belarus // Problems of Excretion. - 2000. - No. 2.