Socio-pedagogical work with disabled children. Research. Directions of social and pedagogical activity with children with disabilities

In the work of a social pedagogue with children with handicapped and their families carry out three main directions: social adaptation, social rehabilitation, social and pedagogical support and integration.

We understand the socio-pedagogical rehabilitation of children with disabilities as a set of measures for socio-pedagogical support and developmental and corrective activities aimed at restoring damaged or insufficiently developed abilities to communication, creativity, socially approved forms of behavior, in order to integrate into society and social functioning in it as a full member.

The content of the socio-pedagogical rehabilitation of children with hearing impairment lies in the fact that this process consists of two blocks: correctional and developmental block, correctional and pedagogical work, medical activities in relation to children with hearing impairment; socio-pedagogical support - the development of creative abilities of acceptable teaching methods, the organization of leisure, communication skills and life with their peers.

The main forms and methods of social and pedagogical rehabilitation are: correctional and pedagogical classes; art-game-psychotraining; family psychotherapy; educational activities; bibliotherapy; playback conflict situations; role-playing games; dramatizations; activation of thinking, memory, attention.

Using and adapting the methods of social and pedagogical rehabilitation (V.G. Bocharova, V.P. Kashchenko, V.I. Shevchenko, etc.), along with general pedagogical technologies, we single out medical and pedagogical technologies. These include the removal of the syndrome of fear, aggression and various complexes (shyness, loneliness, alienation, etc.). For this purpose, technologies are used: exercises, didactic theaters, study, addiction, methods of restoring memory, speech, etc. The main focus is on these technologies is focused on the selection and application of effective diagnostics and the implementation necessary conditions socio-pedagogical rehabilitation of children with disabilities.

The main principles of the socio-pedagogical rehabilitation of disabled children are early start rehabilitation, the continuity and stages of its implementation, the consistency and complexity of the implementation of rehabilitation programs for children with disabilities. For efficient implementation this process it is necessary to take into account the individual characteristics of the child, his psyche, the environment (home, family, school, medical and psychological center, etc.).

When organizing the rehabilitation process in educational institutions, it is necessary to organize interaction with centers for the rehabilitation of children and children with disabilities, develop and implement correctional programs, and train personnel on creating an accessible living environment for the disabled within the framework of the Disabled Children program.

One of the components of the model of social and pedagogical rehabilitation of children with disabilities is a set of pedagogical conditions: 1) providing psychological and pedagogical assistance to the family in the process of raising a child with disabilities. 2) development and implementation of rehabilitation and correctional programs based on the creative activity of children with disabilities. 3) development and implementation of individual rehabilitation programs for children with disabilities.

The integration of individuals with special needs - disabled people into society is understood as the inclusion of disabled people in society as full members actively participating in all spheres of life, their development of the economy, culture, science and education. Science and practice have identified various ways to ensure integration. Here is the role of education (with its content and correctional direction, professional training), and the role of education aimed at mastering cultural and spiritual values ​​by disabled people, and organizing their active participation in all spheres of life.

Ethereal integration is aimed at providing opportunities for mass and special schools to joint work or even, subject to appropriate conditions, to merge them into one institution. This entails, for example, better provision of special education for children with special needs in mainstream schools, thereby reducing the number of students sent to special education. Another example of external integration is the cooperation between mainstream and special schools, through which children can return to mainstream education after a short period of study in a special school. Internal integration deals with the cooperation of different types of special schools and their merger, if possible. Its consequence is, for example, the unification under one roof of schools for children with learning difficulties and schools for children with mild degree mental retardation.

Social integration occurs when students with special needs who receive separate instruction in special classes mix with students in regular classes to perform a range of activities, thus gaining sufficient peer contact.

The term "integration at the level curricula» includes cases where children with special needs and so-called normal children are taught together at the same time, in the same class and by the same teachers. This does not exclude the possibility for a number of children to be under close attention educators and have special classes for part of the day separate from the rest of the class.

Allocate positive and negative aspects of integration. Positive aspects: Children with special needs are perceived as equal to "normal" children; The child is not separated from "normal" children who could help him social adaptation; If a child attends a local school, then there is no need to separate him from his parents; It is assumed that the contact of children with their parents contributes to their normal development. "Normal" children learn to accept "special" children as normal members of society. Negative aspects: Child with special needs studying in regular class does not always get the help they need. A child with special needs requires a lot of attention from the teacher, which negatively affects other students. Experts from different areas of special education are not always available to all schools in the country. Problems with state and municipal funding can lead to the fact that small funds allocated for children with special needs are scattered across many schools and classes. A child with learning difficulties may feel "dumb" compared to classmates. It is difficult for him to find friends. There is also a risk of discrimination from other students

Socio-pedagogical support - a set of socio-pedagogical services from state and non-state structures during its crisis, in difficult life situations. Distinctive features of socio-pedagogical support are temporary or partial, active participation of the person in need in solving the tasks, the use of elements of self-support, the possible return of allocated funds. Working with children with disabilities, a social educator helps organize their treatment as early as possible, advises parents on how to teach a child to self-service, develop a desire for knowledge. It helps to organize sick children, their contacts with peers in order to instill in such children communication skills, proper cultural behavior. important in physical development acquiring the skills of domestic work and self-service is the labor education and training of a sick child organized by a social pedagogue.

Social educators working with families of children raising children with disabilities need to be aware of the constant stressful situations that such families experience. This is a decrease in the family budget, since one of the parents is forced to leave work, and a violation in connection with this social, public ties, and the absence psychological help that allows you to withstand circumstances and other difficulties that parents face daily.

A social educator often encounters the fact that the family does not use these services due to ignorance. He explains to parents their rights, advises where to turn for help. Already in the hospital, the child is diagnosed. If necessary, they give a referral for its confirmation to special consultation centers. Then the child is registered in the district clinic or in the appropriate medical institution, where he is observed by a curator.

The social pedagogue, together with the attending physician, psychologist and parents, draws up a program of psychological and pedagogical assistance to a sick child: his development, training and education. Under this program, the child is prepared for school, acquires the skills of self-service, communication with others, and his physical and mental state is restored.

Depending on the type of disease, rehabilitation programs for children with various developmental disorders have their own specifics. Thus, programs of work with maladjusted children, children with neuropsychiatric diseases, oligophrenia and mental retardation include curative pedagogy, psychological correction, game therapy, fairy tale therapy, correctional and developmental physical education.

The work of social Peda with such children involves: studying the pupil, identifying the causes of the disease, lag in development and learning; definition of forms and methods of individual work; organization of training and education, taking into account the health of the child; providing assistance to a pupil in a crisis situation; parental advice; development of uniform pedagogical requirements with the staff of the center in work with each child; observance of the rights of the child.

Social ped in working with a disabled child highlights a number of problems that a child can solve only with him. It helps a disabled child to adapt to the world around him, which is facilitated by the implementation of such narrowly targeted programs as "Personal Hygiene", "I am in everyday life", "I am in a tram", "I am in a store", etc. The work of the teacher is also aimed at helping the child acquire the skills and abilities of communication in his environment. To overcome the difficulties of communication between disabled children and healthy children, a social teacher draws up a program according to which the child is prepared for such communication by taking part in competitions, birthdays, discussion of books and films, etc.

Inclusion of children with disabilities in labor activity(photography, tailoring, shoe repair, woodwork) - also a subject of special concern for social. teacher. Here it is necessary not only to prepare and conclude contracts, but also to teach the guys a profession, to give them the necessary skills and abilities. It is important that they participate in all production processes, be able to plan their work, keep tools and equipment in order. It is also important that children with disabilities in the process of work can show their abilities.

Methods and techniques of socio-pedagogical work with disabled children.

Disability is any consequence of a defect or a limited ability of a particular person that prevents or limits the performance of any normative role based on age, gender or social factors.

A family with disabled children is a special object of attention. Having received

information about such a family, having drawn up a plan to provide assistance to her, are developed

rehabilitation is compiled jointly with a pediatrician for each child -

disabled person. Most often, a psychologist, a neuropathologist,

psychoneurologist, speech therapist, massage therapist, defectologist and instructor in medical

physical education.

Given that these children are poorly oriented in life, they are compiled

programs that would include the child in the outside world. Part of them

relates to the personality of the child, his personal behavior (“Personal hygiene”, “I am in

everyday life") and partly - to his behavior in society ("I'm on the tram", "I'm in the store"

The teacher's job is to help the child acquire the skills

and communication skills in his environment. To overcome communication difficulties

disabled children with healthy children, the social educator makes

the program by which the child is prepared for such communication. It may

be participating in competitions, holding birthday parties, discussing books and

Inclusion of disabled children in labor activity (photo, tailoring,

shoe repair, woodwork) is also a matter of special concern for the social

teacher. Here it is necessary not only to prepare and conclude contracts, but also to

teach the children the profession, give them the necessary skills and abilities. It is important to

they participated in all production processes, understood the issues

savings, labor planning, knew how to keep tools in proper

condition, etc.

It is important that these children in the process of work can show their abilities.

To do this, you need to teach the child to draw, sculpt, introduce him to

folk art, talk about the national painting of fabrics, wooden

and clay toys, to involve children in painting.

Exhibitions of children's works, their participation in holidays, concerts and performances

help in the approval of each of them as a person.

Creative work is accompanied by reading books, creating a library, which

develops the child, broadens his horizons.

Researchers note that 10% of adolescents suffer from some

diseases, 5% have mental disorders. It is important that the patient

the child did not annoy the rest of the family. Greenhouse attitude to

such a child leads to the formation of a dependent, dangerous and other

extreme, when parents or others are annoyed by the child’s illness, which

also aggravates his condition.

The duty of parents is to calm the child, ease his worries, create in

family atmosphere of optimism. In this family, only social support can help.

Speaking of children with disabilities, one should turn to curative pedagogy

A.A.Dubrovsky. In his book "Pearl of Russia" the author talks about

treatment of children in a sanatorium pioneer camp by the sea.

It will seem insignificant his planting of trees so that, in his opinion,

they have both a healing and an emotional impact on the child. He's writing,

how the guys are drawn to the plane trees, considering them their friends. All this is because

that children with impaired mental retardation are favorably influenced

trees with large conical or pyramidal crowns and pointed

top (poplar, spruce, fir). Gently soothing flowers were planted in the park.

trees, with spreading, drooping, umbrella-shaped, spherical,

weeping crowns, with pale foliage.

Dubrovsky writes that the children liked to gather under the plane trees, as he

attracts, because "it has round, long-legged, soft

fluffy balls. The spherical, rounded, oval shape always reassures. And

It’s not for nothing that people sit down at a round table to do good deeds.”

The success of treatment, he writes, depends on how it is organized.

It is important to build work in such a way as to overcome loneliness and depression

At the first stage, this is a confidential conversation with him, from which the educator

finds out "the main desires of the child." The primary task of the teacher

distract the child from “going into the disease” and believe in his recovery.

“Often the cause of the disease,” writes Dubrovsky, “and painful

states are the underdevelopment of the soul, idleness, boredom, idleness,

callousness and callousness, rudeness and mutual misunderstanding, coldness and

indifference, narrow-mindedness and aggressiveness. Therefore, we see the main

its task is to respect and trust the child to help him

learn to become a man and live among people.

Understanding, generosity, mercy, tolerance and faith in a child - that's

our main medicines. And yet - full-blooded, joyful, bright, filled

work, communication and care for others, life. Just so sick baby

can feel like a full-blooded person. "Learn to be active,

regardless of the disease, do not focus on the disease, and it will recede!” -

we inspire children all the time"

Attaching special importance to work in medical pedagogy, he writes about

"labor-care", which is carried away by the whole sanatorium, every child, oh

traditions born of joint labor, which resulted in a desire for all

talk, sing, dream. He writes about "work-joy", events,

who bring romance to the lives of sick children. Encounters with the legendary

people, games and community service, a reflection room where

the commandments of ethical behavior of children are formulated. Purpose of the room

reflections - to encourage the child to comprehend himself, his attitude to people,

checking their behavior with moral precepts.

Therapeutic pedagogy A.A. Dubrovsky aims to help

child to cope with the disease, get out of it persistent, able to live among

of people. He sets the task - to captivate sick children with the opportunity

self-improvement and "doing good", to instill love for nature,

develop creativity and self-education.

These tasks can be solved, in his opinion, only by involving children in labor and

Dubrovsky formulates the main directions of the work of a social pedagogue

with sick children. It:

Conducting ethical conversations;

Organization of children's self-government;

Mandatory participation of children in labor, gymnastics;

Collaboration between children and teachers.

In addition, the social worker should:

Organize meaningful games for the whole team;

Help the child to be creative;

Organize recreation: at the stadium, in the room of fairy tales, art gallery,

park, library, etc.;

Create a "Thinking Room";

Conduct psychotherapy and autogenic training.

In the conditions of the center of correctional and developmental education and rehabilitation, a number of problems arise for creatively working teachers-defectologists and social teachers that require a qualified solution. The main ones among them are:

Ensuring success in the education and upbringing of each student with developmental disabilities;

Preservation and strengthening of the health of the child in the organization of his learning activities;

educate parents on appropriate ways of interacting with their children;

exclusion of the mechanical assimilation of knowledge by children and the promotion of the acquisition of social experience and life competence by each child.

At this stage, leading experts express the idea of ​​priority social development such children before the cognitive. Hence, the rejection of narrow-subject education in favor of a socio-cultural context, in the center of which is the child himself, is relevant. This involves the development of vital, key competencies in the child, relying on his reserve capabilities. In order to increase the efficiency of teaching and educating such children, defectologists and social pedagogues need to determine the tactics of pedagogical actions, the content of interaction and cooperation between adults and the child, and the development of individual programs that are created on the basis of the formation of key competencies, taking into account the reserve capabilities of the child.

When developing individual programs for children with special needs, specialists take as a basis the following three competencies, reflecting the level of social development of children:

· value-semantic competence(the ability to see and understand the world, make decisions, realize the meaning and consequences of their actions);

· communicative competence(the ability to use the language as a means of communication in the performance of various social roles, the ability to establish contact with others);

· personal and social competence(ensuring physical and spiritual self-development, mastering the methods of activity for the realization of personal qualities).

After the initial diagnosis, teachers-defectologists, psychologists and social educators, together with parents, draw up individual development and upbringing programs that form social competence based on the identified leading sensory systems of the child (visual, auditory, tactile, olfactory, gustatory, etc.). Children form various forms of communication and ways of mastering their own experience, form an idea of ​​themselves, the world around them, activities and relationships with people around them. Then, in the course of work on the program, the children carry out the transfer of actions from the school situation to the home situation (the child performs the same tasks at school and at home). For example, a child collects dishes from the table, washes, puts them on the table, waters flowers, cares for them, washes toys, sweeps the floor, etc.

Of no small importance for the effectiveness of correctional and developmental work with a child with developmental disabilities are family upbringing conditions. In the first place here comes the attitude of parents to the defect of the child. According to the level of knowledge, culture, personality traits parents and other factors arise different types reactions and behavior of parents in connection with the appearance of a disabled child in the family. Such a life situation can be accompanied by a shock and stressful state of parents, a feeling of confusion and helplessness, and can even lead to the breakup of the family. At the same time, often parents, showing fear for the child and controlling him, limit the world in which he lives. This can cause the child to become even more passive, unwilling to show independence, forming a position of “learned helplessness”. He turns out to be unable to perform even those labor operations that are not an obstacle in his situation.

The irrational upbringing of a child with developmental disabilities in the family creates the preconditions for the emergence of secondary deviations in his mental development, which have a significant impact on his intellectual and personal development in the future. Practice shows that the solution to the problem of social adaptation of families in this category is possible with a corrective impact not only on a child with disabilities, but also on his parents, which raises the question of creating programs to improve the psychological and pedagogical culture of parents, their education in the form of consultations, seminars, round tables, conferences.

Thus, socio-pedagogical activity in the conditions of the center for correctional and developmental education and rehabilitation of children is aimed at helping both children with developmental disabilities and their parents.

Of particular importance for the effectiveness of correctional and developmental work with a child with developmental disabilities is early comprehensive care- a system of measures, including the identification, examination, correction of physical and (or) mental disorders, individualized education of a child under the age of three with psychological, medical and pedagogical support in a family setting, educational institutions and healthcare organizations. The early intervention service includes the following specialists: teacher-defectologist, educational psychologist, social educators, exercise therapy instructor, massage nurse. All professionals work closely with each other. The most important area of ​​work here is to promote the establishment of emotional contact with the child by parents, teaching the child social interaction.. Insufficient development of interaction skills often leads to the fact that parents lose faith in the success of working with a child, lose their desire to communicate with him, play, and even just look after him. For this reason, assessing the emotional contact between parents and the child and helping to establish it, if it is broken, is very important in drawing up an individual plan for early intervention.

The subsequent stages of the individual program involve the organization of work with the child in the following areas:

Establishing trusting relationships with adults

involvement of the child in simple games(repeated game actions);

education of cultural and hygienic skills;

Formation of self-service skills, eating;

strengthening the ability to dress and undress, put on and take off tights, socks, boots, a hat;

accustoming the child to neatness (the ability to use a handkerchief, put clothes in order, timely inform adults about their natural needs, etc.).

In the process of working with older disabled children, one of the most unfavorable phenomena, which in its negative impact approaches physical or mental disability, is the passive position of a disabled person with a lack of motivation for active creative work. When working with a child with disabilities, it is necessary to prevent the occurrence of such a condition in him or take measures to overcome it. To do this, it is necessary to identify the existing opportunities for creative work and other forms of activity, to create appropriate social and pedagogical conditions (the work of circles and studios of arts and crafts, floristry, etc.).

For full development and functioning, a person must be included in activities that have a social dimension, contributing to the realization of his social capabilities. Occupational therapy, i.e. occupational therapy, is relevant in this direction. At the same time, when working with a child, it is important to show respect for him as a person, to find in him real and potential positive traits, to help him get rid of the perception of himself as a victim, an object of condescending charity.

Thus, summing up the experience of social educators in working with children with disabilities in educational and special institutions, we can distinguish the following directions of their work:

– registration of a disabled child;

– organization of medical genetic counseling for parents, if available hereditary pathology;

– drawing up a plan for social and medical rehabilitation (individual rehabilitation program) of a disabled child together with medical workers and organizational assistance during its implementation in a polyclinic, at home, in a specialized hospital,
in a summer health camp, sanatorium;

– search for sponsors when sending a disabled child for treatment abroad;

- assistance in purchasing the necessary exercise equipment, wheelchairs, medicines, etc.;

– assistance in organizing medical examinations of parents and other children if they have deviations in their state of health;

- assistance in organizing the rehabilitation of parents together with children in sanatoriums, family boarding houses, rest homes;

- organization of information and educational services for parents with the involvement of specialists of the required profile;

– organization of contacts with educational institutions, assistance in the provision of educational services;

– elimination of conflict situations between parents and children, family members;

- educating the right attitude of parents and other children towards a disabled child as an equal member of the family;

- formation in the microdistrict and educational institution of a healthy public opinion in relation to the disabled and their families;

- organization of societies of families with disabled children, active participation in their activities;

– assistance in career guidance, vocational training, employment and vocational adaptation of children with disabilities;

- identifying children in need special conditions education and training, their placement in specialized institutions;

– assistance in providing material and household assistance to a family with a disabled child (receiving state benefits and benefits, etc.);

- Assigning children with disabilities to shops with a guaranteed set of basic foodstuffs, sets of children's clothing and footwear, etc.;

- Assistance in the provision of humanitarian assistance of various types;

– assistance in allocating sums of money and vouchers to sanatoriums and rest homes;

– assistance in opening rehabilitation, leisure, specialized training centers and boarding houses for disabled children and members of their families.

At the end of the 20th century, in our country, they began to be created, mainly in major cities, specialized centers for working with various categories of disabled children and their families. In such centers, through the joint efforts of medical specialists, psychologists, social workers, social educators, etc., clients receive comprehensive medical, social, psychological and pedagogical assistance. However, the leading place is given to socio-pedagogical activity. Social and pedagogical activity of supporting persons with disabilities is a continuous pedagogically expediently organized process of social education, taking into account the specifics of the development of the personality of a person with special needs at different age stages, in various strata of society and with the participation of all social institutions and all subjects of education and social assistance.

Its significance is due to the fact that assistance to the child and his family should not be so much psychologically deep as broad in scope of problems, as well as participants in events, which include family members, and their relatives, employees of specialized institutions, whose attention must be drawn to problems the family of a disabled child and its needs. In such a situation, a child with disabilities and the family in which he is brought up need the help of a specialist who could actively enter into a specific life situation of the family, mitigate the impact of stress, and help mobilize the available internal and external resources of all family members. Such a specialist, a professional prepared to solve this kind of socio-psychological and pedagogical problems, is a social teacher. Social educator - employee of a special educational institution- interacts with representatives of all social institutions (teachers, psychologists, doctors, social workers, employees law enforcement, labor collectives, parents) and other interested people.

The main goal of social and pedagogical activity in working with the family of a child with disabilities is to help the family cope with the difficult task of raising a child with a disability, to contribute to its optimal solution, despite the existing objective risk factor; influence the family in order to mobilize its capabilities to solve the problems of the rehabilitation process. In other words, the goal of a social educator is to promote social adaptation and rehabilitation of the family in the situation of the birth of a disabled child.

The birth of a sick child inevitably changes the way of life and especially the psychological climate in the family. All members of the family, and especially the mother, are in a state of emotional stress. And in this state, many parents want to be from a disabled child. And in order to prevent abandonment of the child and include the family in the rehabilitation process, the specialist must have a real idea of ​​the prospects of the child and the role that the family should play in the course of his upbringing and development. The task of a social educator is to help parents overcome the initial reaction of depression and confusion, and in the future to take an active position in the rehabilitation of the child, focusing not only on treatment, but also on the development of his personality, on finding adequate ways of socialization and achieving the optimal level of adaptation in society. To do this, the social pedagogue provides educational assistance: provides the family with information regarding the stages of rehabilitation treatment and the prospects of the child, supporting it with documentary facts, photos and video materials, informs about the possibility of establishing temporary disability and related benefits.

In addition, the social educator acts as an intermediary between the medical staff and the family. While the doctors are busy with treatment, he helps the family overcome the crisis and take action. For example, to establish contact with other relatives, with families experiencing similar difficulties, with organizations that can provide assistance.

Thus, the social pedagogue in individual conversations through educational and mediation assistance, that is, indirectly, achieves the effect of psychological support, influencing feelings of doubt and fear that prevent control over the situation. In addition, the family may be involved in a program of family therapy and training sessions aimed at improving communication between family members and solving hidden problems that are revealed in a crisis situation.

One of the leading methods of work of a social educator and the family of a disabled child is the drawing up of a contract (agreement). It is drawn up between the professional providing assistance and the client - the family or its individual representative.

The agreement includes:

• a) a description of the key problem or problems that both parties hope to resolve;
• b) the purpose and objectives of the work being carried out;
• c) procedures and techniques to be used;
• d) the requirement for the client and the specialist, characterizing the role of each of them in the process of solving the problem (for a social pedagogue, these are usually meetings, conversations, letters, phone calls);
• e) the time frame for joint activities and actions in case the agreement is violated by one of the parties.

When drawing up the contract, the family or individual member should determine the desired and achievable goals and objectives of the upcoming activity. And the social pedagogue must determine the deadlines that will be mandatory for both him and the ward, and help the latter in choosing and implementing the goal.

The contract between the social educator and the client (in our case, the family of a disabled child) is considered primary, there may be contracts between the social educator and other systems that help solve the client's problems, saving his strength and energy.

Such a form of work with the family as patronage is very common. The Central Council for the Education and Training of Home Visitors in the UK has defined patronage as an accountable professional activity which enables persons with disabilities, families and communities to identify personal, social and situational difficulties that affect them negatively.

Patronage helps and empowers them to cope with these difficulties through supportive, rehabilitative, protective and corrective actions. Medical and household services do not exhaust the possibilities of patronage; within its framework, different kinds educational, psychological, mediation assistance, therefore visiting a client at home is an integral form of work of a social pedagogue in interaction with the family.

Patronage makes it possible to observe the family in its natural environment, which makes it possible to reveal more information than lies on the surface.

Thus, patronage is one of the forms of work of a social pedagogue, which is a visit to clients at home for diagnostic, control, adaptation and rehabilitation purposes, which allows you to establish and maintain relationships with the client, identify problem situations in a timely manner, providing immediate assistance. Patronage makes socio-pedagogical activity more effective.

The method of consultation is an interaction between two or more people, during which certain specialist knowledge of the consultant is used to help the consulted in the decision. current problems or in preparation for upcoming activities.

Since counseling is intended to help practically healthy people who experience difficulties in solving life problems, it can also be widely used in social and pedagogical practice aimed at rehabilitating the family of a disabled child.

The need to use this method is due to the fact that a significant part of families with a disabled child are in acute or chronic stressful conditions, experiencing difficulties in adapting to their new status, have unstable motivation to participate in the rehabilitation process, and face difficulties in interpersonal communication within the family. and with the immediate environment. And in addition to new knowledge, they need specially organized confidential communication.

Also group methods of work with a family (families) - trainings can be applied. Psychological and educational trainings are especially widespread. Psychological training is a combination of many methods of individual and group work aimed at the formation of new psychological skills and abilities. Currently, the goals of ongoing training programs have expanded, and training has ceased to be only an area of ​​​​practical psychology, taking its rightful place in a social place in social work, the education system.

Educational trainings for parents are aimed primarily at developing skills that help families manage their microenvironment, lead to the choice of constructive life and constructive interaction. In educational trainings, for example, individual exercises to control your body and emotions are actively used; role-playing games in small groups; system of homework, speeches, discussions; techniques of art therapy, game therapy, watching video materials, etc.

Training is one of the most promising methods for solving the problem of psychological and pedagogical education of parents. This problem does not lose its relevance during recent years. It is especially acute in relation to parents with disabilities.

For training to be recognized and successful, it must be as focused and intense as possible; new efforts and skills should be formed gradually, with ample opportunities for their consolidation. Parents should be given tasks adequate to their level and capabilities, a continuous system should be used. feedback and etc.

Group methods provide opportunities for parents to share experiences with each other, ask questions and seek support and approval in the group. In addition, the opportunity to assume the role of leader in the exchange of information develops the activity and confidence of parents.

Despite the high requirements for the appropriate training of social teachers, it is group forms of work, in particular educational trainings for parents, the effectiveness of which has been proven by foreign experience, that will be included in the category of leading technologies for socio-pedagogical influence.

The intermediary assistance of a social pedagogue (calls, written appeals to various authorities), along with educational assistance and psychological support, in some cases makes it possible to find sources for paying for the treatment and rest of the child, receive a one-time financial benefit in the prevailing unfavorable circumstances, install a telephone on preferential terms and etc., that is, to some extent to improve the financial situation of the family.

It should be noted that the establishment of a disability for a child by a certain part of families is perceived very painfully, and therefore families do not always use this right, now an additional source of assistance. Social educator, revealing positive sides status of a disabled person, neutralizes the warnings and negative attitudes of parents that prevent them from receiving the necessary benefits and material resources.

Thus, the social educator has a very important role in the life of a disabled child and his family. In his activities, he mainly uses such methods as contact, counseling, training. Also, one of the most important forms of interaction between a social pedagogue and the family of a child with disabilities is patronage. All these methods and forms are borrowed mainly from foreign experience, and therefore it is still too early to talk about integral socio-pedagogical technologies - they are in the process of formation and testing.

A social worker can carry out his activities in various spheres of society, including in the educational sphere. In domestic science, it is generally accepted that a social teacher should work in the field of education. But he has to perform many functions that are characteristic of a social worker, especially in specialized institutions. To prove this statement, the functions that are indicated in a number of textbooks were analyzed.

A boarding school is "a school in which students live and are partially supported by the state."

Education in a boarding school is multi-level and differentiated according to government programs, support special programs, including individual training in the classroom. In addition to those indicated in the boarding school, a system of additional education has been built.

The main functions of a social worker are as follows:

• 1. Diagnostic (setting up a social diagnosis of the "disease" of a child, family or group).
• 2. Therapeutic (definition of possible means of "treatment": correction of situations, conditions, direct assistance, counseling, psychotherapy, correction).
• 3. Control room I(in a case requiring the intervention of other specialists: a psychologist, psychotherapist, sexologist, economist, lawyer, and so on).
• 4. Informational (gathering information about the child, family or group of families, problems and conditions of society to ensure the effectiveness of social "intervention").
• 5. Rehab (assistance in restoring the client's vitality).
• 6. Preventive (prevention of social and individual risks).
• 7. Adaptive (facilitating the entry of an individual into a relatively unfamiliar society or cultural system).
• 8. Corrective (change in social status, economic, cultural level, values, orientations of the client).
• 9. Communicative (activities are carried out through communication, professional interest and creative search are aimed at solving the problem of a particular client).

The main functions of a social educator are as follows:

• 1. Educational - it provides a targeted pedagogical influence on the behavior of children and adults, the use in the educational process of the means and capabilities of social institutions, the capabilities of the individual himself, as an active subject of the educational process.
• 2. Diagnostic - with its help, medical, psychological and age characteristics, human abilities, the world of his interests, social circle, living conditions are studied, reveals positive and negative influences and problems.
• 3. Organizational - it helps to organize the socio-pedagogical activities of children and adults, their initiative, creativity, influences the content of leisure, assists in the issue of employment, vocational guidance and adaptation, helps the interaction of medical, educational, cultural, sports, legal, institutions among themselves in the socio-pedagogical work.
• 4. Prognostic participates in programming, forecasting and designing the process of social development of a particular microsociety, the activities of various institutions involved in social work.
• 5. Preventive-prophylactic and socio-therapeutic - takes into account and puts into action the socio-legal, legal and psychological mechanisms prevention and overcoming negative influences organizes the provision of sociotherapeutic assistance to those in need, ensures the protection of their rights.
• 6. Organizational and communicative - promotes the inclusion of voluntary assistants in socio-pedagogical work, business and personal contacts, concentrates information and establishes interaction in their work with children and families.

The legislative base of the Russian Federation obliges society to engage in the upbringing and education of disabled children. The activities of a social worker in boarding schools with children with disabilities are carried out in several areas:

• a) social - diagnostics;
• b) medical and social work;
• c) educational work;
• d) social - correction;
• e) social - adaptation;
• f) sociocultural;
• g) social and legal;
• h) prophylactic.

The main forms of work with disabled children are:

• 1. Individual.
• 2. Group.
• 3. Collective.

The individual form is used in the work of individual counseling of the student. Counseling is carried out on a variety of issues related to: the protection of the rights of the child, the provision of psychological assistance, assistance in filling out documentation.

One of the main forms of work of a social pedagogue is interaction with the family, individual work with every parent. Studying the specifics of the family, talking with parents, observing the communication of parents with children outlines specific ways of joint influence on the child. A social educator studies the family microenvironment of a disabled child. In a conversation between a child and his parents, you can learn a lot of necessary information about his passions and interests, health, habits, skills and abilities in various forms of activity. The visit allows the social worker to get acquainted with the conditions in which the child lives, with the general atmosphere in the house. In addition, this form of work makes it possible to communicate not only with the mother, father, the child himself, but also with other family members who take part in his upbringing. Consultations are one of the forms of individual differentiated work with parents and children. They help, on the one hand, to get to know the life of the family more closely and provide assistance where it is most needed, on the other hand, they encourage parents to seriously look at their children, identify their character traits, and think about how best to educate them. Giving consultations, the social pedagogue answers the questions of parents and children, seeks to give them qualified advice.

The work of the teacher is aimed at helping the child acquire the skills and abilities to communicate in his environment. To overcome the difficulties of communication between disabled children and healthy children, the social pedagogue draws up a program according to which the child is prepared for such communication. This can be participation in competitions, holding birthdays, discussing books and films. The inclusion of disabled children in labor activities, for example, tailoring and repairing clothes, woodworking, is also a subject of special concern for the social pedagogue. Here it is necessary not only to prepare and conclude contracts, but also to teach the guys a profession, to give them the necessary skills and abilities. It is important that they participate in all production processes, understand the issues of economy, labor planning, be able to keep tools in proper condition, and so on. Exhibitions of children's works, their participation in holidays, concerts and performances help to establish each of them as a person. Creative work is accompanied by reading books, creating a library, which develops the child, broadens his horizons.

If we talk about the work of a social pedagogue with children with disabilities, then we should pay attention to the curative pedagogy of A.A. Dubrovsky. In his opinion, it is very important to build work with children with disabilities so that he can overcome loneliness and depression.

Socio-pedagogical work of a social teacher with children with disabilities should be carried out in the form of confidential conversations, from which the specialist should find out the desires and hobbies of the child. The primary task of the teacher is to distract the child from the disease, to teach him to live among people. Understanding, generosity, mercy, tolerance and faith in the child are the main medicines. Only in this way, a sick child can feel like a full-blooded person. Work must be given great importance. Therapeutic pedagogy A.A. Dubrovsky is aimed at helping the child cope with the disease, get out of it persistent, able to live among people.

Also, Dubrovsky formulates the main areas of work of a social pedagogue with sick children:

• 1. Conducting ethical conversations.
• 2. Organization of children's self-government.
• 3. Mandatory participation of children in labor.
• 4. Cooperation between children and educators.
• 5. Help the child in creative activities.
• 6. Organization active rest(at the stadium, art gallery, park, library, and so on), etc.

Thus, we can conclude that the main goal and task of the work of a social pedagogue is to help the child adapt to life in society. various methods and methods, such as working with the family, directly with the child himself, holding various kinds of conversations, events, helping families where there is a child with disabilities.