UDC: 376.42 PECULIARITIES OF ORGANIZING REMEDIAL AND DEVELOPMENTAL PROCESS FOR CHILDREN WITH DOWN SYNDROME AT DIFFERENT AGE STAGES OF THEIR DEVELOPMENT
DOI: https://doi.org/10.51706/2707-3076-2021-5-16
Abstract
The article analyzes the psychomotor profile of children with Down`s syndrome, describes the positive and negative lines in motor, socio-emotional, communicative-and-speech as well as cognitive development. The author considered the vertical structure of rehabilitation and educational institutions in which children with this genetic anomaly can receive habilitation, rehabilitation and educational services. The article reveals peculiarities of the organization of habilitation and rehabilitation work on the basis of the family-centered model of early intervention; the necessity and efficiency of this direction are proved. The author analyzed the modern system of special education of children belonging to this nosological group. An inclusive and special model of providing educational services to children with Down`s syndrome was considered. The article describes peculiarities of organizing psychological and pedagogical remedia; and developmental support in institutions and establishments that provide rehabilitation services. The author highlighted the main links of the organizing remedial and developmental support, which are related to the age periods of development of children of the outlined category. The first link is formed by habilitation facilities, aimed at the initial formation of functions and missing skills. The second link comprises centers of comprehensive rehabilitation and inclusive preschool education, whose activities are aimed at adapting to the conditions of the children's team, providing a range of services for physical, psychological, pedagogical and social rehabilitation. The third link is represented by inclusive general secondary education institutions, special education institutions, whose activities are aimed at obtaining education, full socialization of children with Down`s syndrome in society. Organization of the process of modern special and inclusive education is based on the principles of continuity, consistency, and also takes into account the age and individual characteristics of children with a defined genetic anomaly.
