Lecture
1. School adaptation is the process of a child's adjustment to the conditions of school life, to its norms and requirements, to active cognitive activity, and to the acquisition of the necessary knowledge and academic skills,
and to a full mastery of the picture of the world.
2. Upbringing (education) is the specially organized, systematic, purposeful management of the process of forming a personality or its individual qualities, in accordance with the needs of society.
3. Deontology is the science of duty, moral obligation, and moral perfection and integrity in professional activity, where
complex interpersonal influences and responsible interactions are widely used (medical practice, psychotherapy, etc.).
4. The deontological model of ethics is a set of «due»
rules (weighing and comparing oneself against what is «due», and carrying out
an assessment of actions not only by their results but also by their intentions), corresponding to one or another specific field of practice.
5. The zone of proximal development refers to the possibilities in mental development that emerge in a person when minimal assistance
is provided from outside. The concepts of «zone of proximal development» and «zone of actual development» were introduced by L.S. Vygotsky.
6. Pedagogical integration is the joint instruction and upbringing of
children with developmental disorders together with normally developing children and
adolescents.
7. Social integration is social adaptation within the overall system of social relations and interaction, and the use of social
benefits and privileges with regard to the needs of the individual.
8. Correctional-educational work is a system of special
pedagogical measures aimed at overcoming or reducing developmental deficits in children with disabilities. The term has been used since the end of the 19th century, originally applied only to children with intellectual disabilities;
in current domestic defectology it is interpreted more broadly: correctional-educational work is aimed not only at correcting
individual disorders, but also at forming the personality as a whole; it covers all categories of children with disabilities and is carried out jointly by medical professionals and
teacher-defectologists.
9. Correction is a system of special and general pedagogical measures aimed at understanding or overcoming deficits in psychophysical development.
10. Compensation is a complex, multifaceted process of restructuring or replacing impaired functions.
11. Logopedagogy is a branch of correctional (special) pedagogy that develops the theoretical and methodological foundations for the instruction and
upbringing of children with speech disorders.
12. Norm (from the Latin norma) is an established measure, an average value
of something. Various types of norms are distinguished: individual, subject-specific, socio-age-related and psychological.
13. Social norms are rules of behavior accepted in a given society or group
that regulate people's relationships.
14. The educational standard of special education is a normative technical document containing a system of requirements for
the basic parameters of special education, establishing a corresponding level of education accepted as the state norm of educational attainment for students with psychophysical developmental features.
15. Instruction is the process of active, purposeful interaction between the one who teaches and the one who is taught, as a result of which the child forms certain knowledge, skills, abilities, experience of activity and behavior, as well as personal qualities.
16. Development is the process of the transition of quantitative changes into qualitatively new characteristics. The development of a child with disabilities differs
from the development corresponding to the norm only in qualitative distinctiveness,
relying on preserved functions of the organism. The development of a child with disabilities
depends on instruction to a greater degree than that of a normally developing child; thus,
instruction and upbringing must be developmental in character.
17. Social rehabilitation is the process of including a child with SSD in the
social environment and socially useful activity, and of achieving adequate relationships with peers.
18. The content of special education is the pedagogically adapted social experience (comprising the system of knowledge, skills, abilities, modes of activity, experience of creative activity and emotional-value relationships), whose use and processing
are oriented toward forming the values of national and universal human culture, correcting existing physical and (or) mental
disorders, ensuring the self-determination and self-realization of students with
special psychophysical developmental needs, improving their quality of life and adaptation in society.
19. A complex defect (combined disorders) is a combination of two or
more developmental defects having a special structure, qualitatively distinct from its components: intellectually disabled blind (visually impaired) and
deaf (hearing-impaired), deafblind, and deaf and hearing-impaired persons with musculoskeletal disorders, etc.
20. Pedagogical technology is such a construction of a teacher's activity in which all the actions comprising it are presented in a certain wholeness and sequence, and their performance presupposes the achievement of the necessary result and has a probable and predictable
nature.
21. Severe speech disorders (SSD) is a term used to group together a number of speech disorders and various forms of general speech underdevelopment that impede
the mastery of the general education school curriculum. Children with SSD include children with intact hearing and normal intelligence. Correctional work with children with SSD is carried out taking into account the level of speech development
and the nature of the speech disorder.
22. Curricula of special education at the level of general
secondary education are technical normative legal acts, developed on the basis of the standard curriculum of a general
school, taking into account the special features of physical and (or) mental development
of the students, and include a list of subjects compulsory for study by grade, and establish the number of teaching hours for
studying them, the number of teaching hours for conducting correctional
and elective classes, and the compulsory and maximum permissible
study load per week for one student in each grade, as well as the total
number of teaching hours financed from the republican and (or)
local budgets for conducting classes (lessons).
23. The curriculum (syllabus) for academic subjects is a technical normative legal act, developed on the basis of the educational standards of general secondary education and (or) the educational standards of special education, taking into account the structure and degree
of severity of the physical and (or) mental disorders of persons with
psychophysical developmental features; it defines the content of special education at the level of general secondary education and is approved by the Ministry of Education of the Republic of Belarus.
24. A textbook reflects the content of the main questions of the
subject being studied, corresponding to the state standard and the
curriculum.
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