This book systematizes the latest findings on the clinical, psychological, and pedagogical features of todays children with special educational needs (SEN) and expands the scientific understanding that characterizes such children. The book develops a system of education and assistance for children with SEN, including children with locomotor disabilities, intellectual disabilities, autism spectrum disorders, and hearing and visual impairments. The book is intended for heads of educational authorities, parents, specialists working with children with special educational needs, psychologists, teachers, methodologists, specialists in the field of inclusive education, and students and teachers in special education of pedagogical and psychological departments of higher education institutions.
PART I: EARLY CHILDHOOD EDUCATION AND DEVELOPMENT FOR YOUNG CHILDREN
WITH SPECIAL EDUCATIONAL NEEDS.
Chapter
1. Types of Cognitive Development of
Preschool Children with Brain Lesions.
Chapter
2. Precursors of Behavioral
Disorders in a Young Child with Down Syndrome.
Chapter
3. The Development of
Reaching in Blind Children: Continuation of the Discussion.
Chapter
4.
Cognitive Development of Preschool Children with Hearing Impairments: Results
of an Experimental Study.
Chapter
5. Possibilities of Studying the Revival
Complex in the Early Diagnosis of Autism Spectrum Disorders and the
Identification of the Risk of their Formation.- PART II. SUPPORT FOR
SCHOOL-AGE CHILDREN WITH DISABILITIES (STUDENT PORTRAIT).
Chapter
6.
Dynamics of Educational Achievementsof Second-grade Students with
Intellectual Disabilities: Experimental Study.
Chapter
7. Personal
Educational Achievements of 78 Year Olds with Sensory Impairments.- PART
III. MODIFICATION OF THE METHODOLOGY FOR STUDYING THE SPECIAL EDUCATIONAL
NEEDS OF CHILDREN.
Chapter
8. Collection and Analysis of the Practice of
Identifying Gifted Children with Disabilities and Special Educational Needs.-
Chapter
9. Contemporary Scientific Image of Children with Motor Disabilities:
Clinical, Psychological, and Pedagogical Peculiarities and Special
Educational Needs.
Chapter
10. Implementation of an Integrated Approach in
Speech Therapy Examination.
Chapter
11. Unified System for Assessing the
Quality of Speech Therapy Care at Different Stages of Comprehensive Support
of Education, Development, and Rehabilitation of Children with the
Consequences of Local Brain Lesions.
Chapter
12. Typology of Autistic
Disorders in Childhood.- PART IV: EDUCATION MANAGEMENT: CHILDREN WITH SEN
AND RETROSPECTIVE DEVELOPMENT OF THE EDUCATION SYSTEM.
Chapter
13. Formation
of the System of Education, Study, and Support of Children with Disabilities
in Soviet Russia (to the 100th Anniversary of the Establishment of the
Experimental Medical and Pedagogical Station).
Chapter
14. Organization of a
System of Special Conditions (Differentiated) Education for Children with
Special Educational Needs in Ungraded Schools of Russia.
Chapter
15. Results
of Monitoring the Quality of Education in Ungraded Educational Institutions:
Special Educational Needs of Children.
Tatiana A. Solovyova is Doctor of Pedagogical Sciences, Professor, Corresponding member of the Russian Academy of Education, Director of the Institute of Special Education; Acting Head of the Department of Inclusive Education and Deaf Education at Moscow Pedagogical State University; Chairman of the Expert Council on the Education of Persons with Disabilities under the State Duma Committee on Science and Higher Education; member of the Federal Methodological Association for General Education; member of Public Council of the Basic Organization of the Member States of the Commonwealth of Independent States for Training, Retraining, and Professional Development of Educators and Specialists in the Field of Inclusive and Special Education; member of the working group on inclusive education and development of the Abilimpex movement; member of the working group under the Bank of Russia to improve financial accessibility for people with disabilities and low-mobile population groups; awarded the honorary title of Professor of the Russian Academy of Education; awarded the L. S. Vygotsky Medal.
Anna A. Arinushkina is Doctor of Pedagogy, deputy editor-in-chief Lomonosov Pedagogical Education Journal, MSU Publishing House, editor-in-chief of Pedagogy and Education journal, and a member of the editorial boards of journals Modern Education, Education Management, and Pedagogical Informatics; Leading Scientific Associate, Lomonosov Moscow State University, Faculty of Educational Studies; Leading Scientific Associate, Institute of Special Education; member of the research team Improving the management system of ungraded educational organizations, The formation of a quality management system of education based on monitoring data on the state of the education system, Theoretical and methodological basis for professional development of managers in education system, Conducting a Monitoring Study of the Needs of Society (Based on Citizens Appeals) on the Improvement of the General Education System.
Ekaterina A. Kochetova is Chief Scientific Secretary of Institute of Special Education; Associate; Scientific employees in the Laboratory of Education and Integrated Habilitation of Children with Mental Retardation; research scientific employee in the Laboratory of Education and Integrated Habilitation of Children with Mental Retardation, Senior Editor of Pedagogical Informatics Journal, Implementation of professional development programs for specialists of educational organizations, trainings on methodological support of educational processes and psychological and pedagogical habilitation of students with SEN and disabilities; member of the development team for a mobile app for students with SEN aimed at developing healthy habits and a proper daily routine.
