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МЕТОДИКА СТИМУЛЮВАННЯ ГІПЕРКОМПЕНСАЦІЇ ПОРУШЕНЬ

100%

Золотарьова Т.

Педагогічні науки: теорія, історія, інноваційні технології

2017

issue 9(73)

143-154

In the article the heuristic-synergetic medic-psychological-pedagogical method of stimulation of disorders overcompensation is offeredThe synergetic methods of disorders direct overcompensation are used in the methodology. The methodology has propedevtical stage and five basic stages. During the preparatory stage arises the systemof intercommunications between the active subsystems of the first signal system of participants of overcompensatory process. Asaresultofrealizationofthefirstbasicstageofworkeveryparticipantofthe overcompensatoryprocessrevealsaninsufficientlywelldevelopedsubsystems B and D ofthe system“personality”. These subsystems can not be self-organized, there are appropriate subsystems B and D of the system “defect”. Subsystems B and D can not set between itself horizontal intercommunications through the greatest levels of the development as a result of presence between them subsystem C of the system “personality” of lower level of development, which has the appropriate subsystem in the system “defect”. In the issue of realization of the second basic stageof work the person reveals subsystems A and E of the system «personality» with the higher level of development, which would be related with subsystems B and D of the system «personality» with the lower level of development. In consequence of realization of the third basic stage of work the participants of overcompensatory process create complex image of itself with the higher level of development of subsystems A and E of the system “personality” and with intercommunications between them. On the fourth basic stage of work the person determines the way of overcompensation and will realize it: using the created complex image as attractor, the person carries out the process of overcompensation impossible of self-organization of subsystem B and D of the system “personality” to self-organization of subsystem A and E of the system “personality” to achieve its zone of the nearest progressive development. On the fifth basic stage of work, using the created synsense image as attractor, the participants of overcompensatory process continue to carry out the work, beginning on the fourth basic stage to achieve with subsystem A and E of the system “personality” to zone of the actual progressive development. The methodology is instrumental in forming in person the skills to set intermediates and ultimate goals correctly, to overcome difficulties, which arise in the process of reaching the goal. Healthy persons, persons with bad eyesight and dull hearing, persons with easy mental retardation and delay of psychical development, persons with child’s cerebral palsy can use this methodology.

ВПЛИВ ДЕТЕРМІНІСТИЧНОЇ НАУКОВОЇ ОСВІТНЬОЇ ПАРАДИГМИ НА СПІВВІДНОШЕННЯ СИСТЕМ «ОСОБИСТІСТЬ» І «ДЕФЕКТ» МОЛОДШИХ ШКОЛЯРІВ ІЗ ДЦП

86%

Тетяна З.

Педагогічні науки: теорія, історія, інноваційні технології

2016

issue 9(63)

247-264

The purpose of this article is an exposure of influence of deterministic scientific educational paradigm on the change of correlation of the systems “personality” and “defect” of the person, in particular pupils of junior forms with child’s cerebral palsy. Heuristic-synergetic methodology of research is applied in the article. An educational process in the modern special establishments for persons with psychophysical disorders gradually passes to the new paradigm of education – synergetic. Teachers mostly take into account the system in fulfillment of necessities of children and give less preference to one-sided deterministic methods. However gradation to the synergetic educational paradigm takes place too slowly, and dominant remains a deterministic educational paradigm which does not take into account wholistic character of processes of self-organization and self-destroy of systems “personality” and “defect” of a person and that is why does not allow to carry out habilitation, progressive development, rehabilitation of subsystems of the system “personality” and correction of subsystems of the system “defect”, compensation and overcompensation of presence of subsystems of the system “defect”, and also biological, psychological and social adaptation of the person with psychophysical disorders. An author proves that deterministic scientific educational paradigm does not stimulate enough self-organization of subsystems of the system “personality” and does not represses enough self-destroy of subsystems of the “defect” of the person with psychophysical disorders during the direct processes of habilitation, development, rehabilitations, corrections, compensations, overcompensations. The article shows that it is necessary to use deterministic methods in the educational process of persons with psychophysical disorders as often as possible. Deterministic methods are not enough natural in fulfillment of necessities of the person with psychophysical disorders in self-perfection and self-organization and less effective, than synergetic, relatively habilitation, development, rehabilitations of subsystems of the system “personality” and corrections, compensations, overcompensations of subsystems of the system “defect”. In future it is necessary to compare deterministic and synergetic scientific paradigms, to find out positive and negative sides to each of them and to offer medical-psychological-pedagogical methods and methodological systems which are based on synergetic principles.

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2 Педагогічні науки: теорія, історія, інноваційні технології

1 Золотарьова Т.

1 Тетяна З.

1 2017

1 2016

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МЕТОДИКА СТИМУЛЮВАННЯ ГІПЕРКОМПЕНСАЦІЇ ПОРУШЕНЬ

ВПЛИВ ДЕТЕРМІНІСТИЧНОЇ НАУКОВОЇ ОСВІТНЬОЇ ПАРАДИГМИ НА СПІВВІДНОШЕННЯ СИСТЕМ «ОСОБИСТІСТЬ» І «ДЕФЕКТ» МОЛОДШИХ ШКОЛЯРІВ ІЗ ДЦП