Special educational needs is a term that has recently appeared in modern society. Abroad, he entered into mass use earlier. The emergence and spread of the concept of special educational needs (SEN) suggests that society is gradually growing up and is trying in every possible way to help children whose life opportunities are limited, as well as those who, by the will of circumstances, find themselves in a difficult life situation. Society begins to help such children adapt to life.
A child with special educational needs is no longer the one who has anomalies and developmental disorders. Society is moving away from dividing children into “normal” and “abnormal”, since there are very ghostly boundaries between these concepts. Even with the most ordinary abilities, a child may experience a developmental delay if he is not given due attention from parents and society.
The essence of the concept of children with SEN
Special educational needs is a concept that should gradually replace such terms as “abnormal development”, “developmental disorders”, “developmental deviations” from mass use. It does not determine the normality of the child, but focuses on the fact that he is not very different from the rest of society, but has the need to create special conditions for his education. This will make his life more comfortable and as close as possible to that which ordinary people lead. In particular, the education of such children should be carried out with the help of specific means.
Note that "children with special educational needs" is not only a name for those who suffer from mental and physical disabilities, but also for those who do not have them. For example, when the need for special education arises under the influence of any socio-cultural factors.
Term borrowing
Special educational needs is a concept that was first used in a London report in 1978, which also focused on the difficulties of educating children with disabilities. Gradually, it began to be used more and more. Currently, this term has become part of the educational system in European countries. It is also widely distributed in the US and Canada.
In Russia, the concept appeared later, but it cannot be argued that its meaning is just a copy of the Western term.
Groups of children with SEN
The contingent of children with SEN, modern science divides into three groups:
- with characteristic disabilities for health reasons;
- faced with learning difficulties;
- living in adverse conditions.
That is, in modern defectology, the term has the following meaning: special educational needs are the conditions for the development of a child who needs detours in order to achieve those tasks of cultural development that, under normal conditions, are performed in standard ways that are rooted in modern culture.
Categories of children with special mental and physical development
Each child with SOP has its own characteristics. On this basis, children can be divided into the following groups:
- which are characterized by hearing impairment (complete or partial lack of hearing);
- with problematic vision (complete or partial lack of vision);
- with intellectual anomalies (those who have;
- who have a speech impediment;
- having problems with the musculoskeletal system;
- with a complex structure of disorders (deaf-blind, etc.);
- autistics;
- children with emotional and volitional disorders.
PLO common to different categories of children
Specialists distinguish PEP, which are common to children, despite the difference in their problems. These include needs such as:
- The education of children with special educational needs should begin as soon as disturbances in normal development have been identified. This will allow you not to waste time and achieve maximum results.
- The use of specific means for the implementation of training.
- Special sections that are not present in the standard school curriculum should be introduced into the curriculum.
- Differentiation and individualization of education.
- Opportunity to maximize the educational process outside the institution.
- Extension of the learning process after graduation. Enabling young people to go to university.
- Participation of qualified specialists (doctors, psychologists, etc.) in the education of a child with problems, involvement of parents in the educational process.
General shortcomings that are observed in the development of children with SEN
Students with special educational needs have common characteristic shortcomings. These include:
- Lack of knowledge about the environment, narrow outlook.
- Problems with gross and fine motor skills.
- Retardation in the development of speech.
- Difficulty in arbitrarily adjusting behavior.
- Lack of communication skills.
- Problems with
- Pessimism.
- Inability to behave in society and control their own behavior.
- Low or too high self-esteem.
- Uncertainty in their abilities.
- Complete or partial dependence on others.
Actions aimed at overcoming common shortcomings of children with SEN
Working with children with special educational needs is aimed at using specific methods to eliminate these common shortcomings. To do this, some changes are made to the standard general education subjects of the school curriculum. For example, the introduction of propaedeutic courses, that is, introductory, concise, facilitating the understanding of the child. This method helps to restore the missing segments of knowledge about the environment. Additional items can be introduced to help improve general and fine motor skills: physiotherapy exercises, creative circles, modeling. In addition, all kinds of trainings can be conducted to help children with SEN become aware of themselves as full-fledged members of society, increase self-esteem and gain confidence in themselves and their abilities.
Specific deficiencies characteristic of the development of children with SEN
Work with children with special educational needs, in addition to solving common problems, should also include solving issues that arise due to their specific disabilities. This is an important aspect of educational work. Specific deficiencies include those due to damage to the nervous system. For example, problems with hearing and vision.
The methodology for teaching children with special educational needs takes these shortcomings into account when developing programs and plans. In the curriculum, specialists include specific subjects that are not included in the regular school system. So, children with vision problems are additionally taught orientation in space, and in the presence of hearing impairment they help to develop residual hearing. The program for their education also includes lessons on the formation of oral speech.
Tasks of teaching children with SEN
- The organization of the educational system in such a way as to maximize the desire of children to explore the world, to form their practical knowledge and skills, to broaden their horizons.
- children with special educational needs in order to identify and develop the abilities and inclinations of students.
- Stimulation to independent actions and making their own decisions.
- Formation and activation of students' cognitive activity.
- Laying the foundations of the scientific worldview.
- Ensuring the comprehensive development of a self-sufficient personality that could adapt to the existing society.
Learning Functions
Individual education of children with special educational needs is designed to perform the following functions:
- Developing. This function assumes that the learning process is aimed at developing a full-fledged personality, which is facilitated by the acquisition of relevant knowledge, skills and abilities by children.
- Educational. An equally important function. The education of children with special educational needs contributes to the formation of their basic knowledge, which will be the basis of the information fund. There is also an objective need to develop practical skills in them that will help them in the future and greatly simplify their lives.
- Educational. The function is aimed at the formation of a comprehensive and harmonious development of the individual. For this purpose, students are taught literature, art, history, physical culture.
- Correctional. This function involves the impact on children through special methods and techniques that stimulate cognitive abilities.
The structure of the correctional pedagogical process
The development of children with special educational needs includes the following components:
- Diagnostic and monitoring. The work on diagnostics is one of the most important in teaching children with SEN. She plays a leading role in the correctional process. It is an indicator of the effectiveness of all activities for the development of children with SEN. It involves researching the characteristics and needs of each student who needs help. Based on this, a program is developed, group or individual. Also of great importance is the study of the dynamics with which a child develops in the process of studying in a special school according to a special program, and an assessment of the effectiveness of the educational plan.
- Physical culture and health. Since the majority of children with SEN have physical disabilities, this component of the development process of students is extremely important. It includes physiotherapy exercises for children, which helps them learn to control their body in space, work out the clarity of movements, and bring some actions to automatism.
- Educational. This component contributes to the formation of comprehensively developed personalities. As a result, children with SEN, who until recently could not normally exist in the world, become harmoniously developed. In addition, in the learning process, much attention is paid to the process of educating full-fledged members of modern society.
- Correction-developing. This component is aimed at the development of a full-fledged personality. It is based on the organized activities of children with SEN, aimed at obtaining the knowledge necessary for a full life, assimilation of historical experience. That is, the learning process should be based in such a way as to maximize the desire for knowledge of students. This will help them catch up with their peers who do not have developmental disabilities.
- Socio-pedagogical. It is this component that completes the formation of a full-fledged personality, ready for independent existence in modern society.
The need for individual education of a child with SEN
For children with OOP, two collective and individual can be used. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions are created for such children. When communicating with peers, a child with developmental problems begins to develop actively and in some cases achieves greater results than some absolutely healthy children. At the same time, an individual form of education is necessary for a child in the following situations:
- It is characterized by the presence of multiple developmental disorders. For example, in the case of a severe form of mental retardation or when teaching children with simultaneous hearing and visual impairments.
- When a child has specific developmental abnormalities.
- Age features. Individual training at an early age gives a good result.
- When teaching a child at home.
However, in fact, it is extremely undesirable for children with POP, as this leads to the formation of a closed and insecure personality. In the future, this entails problems in communicating with peers and other people. With collective learning, communication skills are revealed in most children. The result is the formation of full-fledged members of society.
Thus, the appearance of the term "special educational needs" speaks of the maturation of our society. Since this concept translates a child with disabilities and developmental anomalies into the category of normal, full-fledged personalities. Teaching children with SEN is aimed at expanding their horizons and forming their own opinions, teaching the skills and abilities that they need to lead a normal and fulfilling life in modern society.
In fact, special educational needs are called needs that differ from those offered to all children in mainstream schools. The wider the possibilities of their satisfaction, the higher the chance of the child to receive the maximum level of development and the support he needs at a difficult stage of growing up.
The quality of the education system for children with SEN is determined by an individual approach to each student, since each "special" child is characterized by the presence of his own problem, which prevents him from leading a full life. And often this problem can be solved, albeit not completely.
The main goal of teaching children with SEN is to introduce previously isolated individuals into society, as well as to achieve the maximum level of education and development for each child who is included in this category, to activate his desire to learn about the world around him. It is extremely important to form and develop from them full-fledged personalities who will become an integral part of the new society.
SOCIAL, CULTURAL AND EDUCATIONAL DEVELOPMENT OF PERSONALITY
O. N. Krylova
(St. Petersburg)
Study of educational needs
STUDENTS FROM VARIOUS HETEROGENEOUS GROUPS
The article substantiates the problem of studying the educational needs of special groups of children and students, identifying the extent to which the subjects of the educational process are focused on inclusive education.
Currently, the professional standard "Teacher" has been approved in the Russian Federation, which will come into force on January 1, 2015. One of the necessary skills defined in it for a teacher and educator is: “to use and test special approaches in order to include all students in the educational process, including those with special educational needs: students who show outstanding abilities; students for whom Russian is not their native language; students with disabilities". The formation of these skills necessitates appropriate training and retraining of teachers.
Within the framework of the joint European project "Tempus-4" SPb APPO is the head of the research program, the subject of which was the educational and social needs of special groups of children and students and the presentation of special groups of children about the possibilities of meeting their educational needs.
As special groups of children and students in this study, the following were selected: children and young people-foreigners (migrants]; gifted children and young people (3 subgroups: intellectually gifted, artistically gifted and gifted in sports]); socially disadvantaged children and young people; children and young people with disabilities (disabled people).
This study was carried out in order to obtain analytical information on the number
laziness and special needs of heterogeneous groups of pupils and students. Among other things, the following were identified: attitudes towards collaborative learning, awareness of inclusive education, educational needs of students, social needs, types of possible pedagogical support, organizational and pedagogical, educational, methodological and logistical needs, expectations associated with future education, etc. .
The creative team of scientists from St. Petersburg Academy of Postgraduate Education (N. B. Bogatenkova, N. B. Zakharevich,
O. N. Krylova and others] developed diagnostic tools for a research program for a heterogeneous group of foreign students.
Inophone is a native speaker of a foreign (non-state] language and a picture of the world corresponding to their socio-linguistic culture. This concept for pedagogical and sociological research in St. Petersburg characterizes the category of students for whom Russian is not their native language, according to the following parameters: the main language of communication in the family - not Russian; in the speech of students there is a strongly pronounced accent or a special dialect.
This study was based on the following methodological principles:
Compliance with the logic of building scientific conclusions;
Determinism (lat. detegminage - define-
Table 1
Correspondence of groups of needs, criteria indicators and indicators
Needs Criteria indicator, indicator
Needs for growth Needs for self-realization (self-actualization) - in obtaining a quality education
In creative realization
In support of links with national culture
In self respect
Life values
Communication needs Needs for social status (respect) - in considering religious views
In the social status of parents
In approval, recognition
Needs for social connections (belonging to a group) - in social communication
Overcoming the language barrier
Existence needs Safety needs (physical and psychological) - psychological safety
In maintaining health
Physiological needs (food, rest, movement, basic skills of educational activity) - in the organization of rest
In everyday conditions at school (food, medical care, ...]
In pedagogical support of the student
In the material and technical providing education. process
In special learning conditions
divide], which involves the establishment of objectively existing forms of the relationship of phenomena, many of which are expressed in the form of relationships that do not have a direct causal character;
Generalizations (generalizations), which implies the separation of the individual and the particular, and thereby the description of the stable properties of phenomena and subjects.
4 questionnaires were developed - for parents, pupils, teachers and students.
All questions of the questionnaires were closed and required the choice of the preferred option from several proposed ones. In some questions, it was possible to select several answers. Each of the questions revealed one of the groups of educational needs (existence, connection, growth] and corresponded to a certain criterion indicator and indicator (Table 1].
Parents became the object of the survey, as they are the main customers of educational services for their children as representatives of their interests. Teachers became the object of the survey due to the fact that they are
are subjects of the educational process that directly interact with students and are directly interested in taking into account the educational needs of students. The main sample of pupils and students was formed from combined (inclusive] groups of educational organizations and higher educational institutions, as well as their teachers and parents.
The sample also included pupils and students who develop according to the age norm, as well as parents and teachers who have children who develop according to the age norm and who have gained experience of co-education with various groups of children, which means that they are full participants in the inclusive process.
The result of this study is an analytical description of quantitative data for each of the criteria indicators and indicators, analysis of data correlations for all methods.
This study is based on the understanding of the need (socio-pedagogical category] as “formed
table 2
Connection of groups of educational needs, their manifestations and means of satisfaction
Groups of educational needs Form of manifestation of needs Means of manifestation of needs
Existence needs Desire to acquire basic learning skills (read, write, count, reproduce information] without difficulty Accessible technical means for children with disabilities: Braille computer keyboard, vocabulary materials for foreign children, creation of the necessary UMMK for gifted children, etc. P.
The desire to prevent dangerous changes, comfort, getting help in solving (psychological, health] Compliance with SANPIN (hygienic requirements), ergonomic environment, creating conditions for getting help in solving personal problems, etc.
The need for connection The desire to occupy a certain place in the team, the desire to establish friendly relations Encouragement of the creation of informal groups, the assignment of certain roles, assignment of titles, etc.
The need for growth The desire for creativity, self-expression, achievement of results Presentation of creative work
the readiness of individuals to expand their capabilities, relationships with society in the biological, social and spiritual aspects.
Educational need is understood as “a type of social need that has a backbone value in modern society and is expressed in the production of a person as a social subject of life, accumulation through inclusion in the education system of a person’s vitality and their implementation. The need for general education is understood as a social relationship between certain subjects of the educational process.
In fact, what matters is not what the need means, but why the concept of need is necessary.
A. N. Leontiev tried to single out the criterion of the mental in the need, in the framework of our study it is necessary to single out the criteria of the educational.
The formation of an approach to a need as a need causes a contradiction in relation to aesthetic, cognitive and spiritual needs.
The first methodological basis of this study was the theory of ERG Al-
derfer. He identified three groups of needs - the needs of existence, the needs of communication, the needs of growth - which also reflect the educational needs of students.
“The needs of existence, as it were, include two groups of needs by A. Mas-low - security needs, with the exception of group security, and physiological needs.”
Communication needs are associated with social manifestations of a person: respect, assignment of social status, his involvement in various groups (family, diaspora, class).
Growth needs reflect the needs of self-actualization and development, according to A. Maslow. They reflect the human need for the development of self-esteem, self-affirmation. The connection between groups of educational needs, their manifestations and means of satisfaction is presented in detail in Table 2.
These groups of needs, as well as those of A. Maslow, are built into a certain hierarchy, but here the movement from need to need goes in both directions, and not just from lower to higher. When some needs are met, others become motivators. If it is not possible to satisfy
If the needs of a higher order are met, then the lower needs are intensified, and the attention of a person switches.
“Each living being can live only if there are a number of certain conditions necessary for this creature, that is, any living being must have these necessary conditions, and if they are not there, then the task of finding them arises.” However, it is not the conditions themselves, or their absence, that characterize the concept of need, but the emergence of life tasks, to provide oneself with these conditions. You may not know what you are missing. Thus, the need is not connected with the living being itself, but with its connections with the environment.
“And in order to understand the sphere of needs of a person, it is necessary to analyze the connection of a person with the world, because needs, as life tasks, arise in those real relationships in which a person is included.”
Considering the educational needs, we can talk about the changes that occur in the student's relationship with the educational space. If earlier the educational process was built strictly from the teacher through the educational material to the student, today these relationships have changed. The teacher has ceased to be the only carrier of educational information, the educational space has become more open. The student himself goes into it, and they, together with the teacher and other students, form this educational space. Therefore, educational needs are formed differently.
The second methodological basis of the study is to understand the essence of educational needs through changing the life tasks that the student solves, through those educational relationships in which he is included.
The third methodological basis is that the educational need characterizes the change in the relationship of the subject with the educational space, thereby expanding it.
The phenomenon of educational needs is associated with a modern understanding of the quality of education. According to Jeanette Colby and Miske Witt, the following components influence the quality of education:
Students are healthy and ready to learn;
There is a healthy, safe, secure
an educational environment providing the necessary resources;
In the educational process, the interests of the child come first;
Outcomes include knowledge, skills and attitudes and are linked to national targets for education and positive social participation.
This also confirms this approach to understanding the hierarchy of educational needs.
The fourth methodological basis - educational needs are based on modern requirements for the quality of education and should be aimed at improving its characteristics:
Students (their health, motivation to learn and, of course, the learning outcomes that students demonstrate);
Processes (in which competent teachers use active learning technologies);
Systems (good management and adequate allocation and use of resources) .
The concept of the educational needs of heterogeneous groups of learners is also related to core competencies. The report "Education: The Treasure Within" by the International Commission on Education for the 21st Century argued that lifelong learning is based on four pillars:
Learning to recognize what it means that students construct their own knowledge on a daily basis from external (information) and internal (experience, motives, values) elements;
Learning to do, which means putting into practice what has been learned;
Learning to live together, which characterizes the desire for a life free from any discrimination, when everyone has an equal opportunity with others for their own development, the development of their family and local community;
Learning to be, which highlights the skills that each person needs to fully develop their own capabilities.
The fifth methodological basis of this study is that the special educational needs of heterogeneous groups of students are associated with the key competencies of students, namely, taking into account the special educational needs of students from various heterogeneous groups, and are aimed at the “learning to be” competencies. Only in heterogeneous groups can the competencies “learn to live together” and “learn to be” be formed.
Understanding the essence of the special educational needs of students from various heterogeneous groups and creating conditions for their consideration can solve important problems of modern education, since “the need encourages activity, and the motive encourages directed activity. A motive is an impulse to activity associated with the satisfaction of the needs of the subject. Taking into account the needs can motivate students to educational activities, which will ultimately improve the quality of education.
Literature
1. Order of the Ministry of Labor and Social Protection of the Russian Federation of October 18, 2013 No. 544n “On approval of the professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)”.
2. Management of the quality of education in multi-ethnic schools: the experience of Russia and Austria / ed. ed. I. V. Mushtavinskaya. - St. Petersburg, 2013. - 125 p.
3. Asterminova O. S. Need as a socio-pedagogical category // Social pedagogy in Russia. - 2010. - No. 4.
4. Federal state educational standard: site / Publishing house "Prosveshchenie" [Electronic resource]. - URL: http://standart.edu.ru/
5. Shipovskaya L.P. Man and his needs: textbook. - M.: INFRA-M, 2011. - 432 p.
6. Ivannikov V. A. Analysis of the need-motivational sphere from the position of the theory of activity // World of Psychology. - Moscow-Voronezh. - 2003. - No. 2 (34). - 287 p.
7. Kolbi, J., Witt, M., et oth. (2000). The definition of quality in education: UNICEF Report. NY. (In Russian).
8. Piskunova E. V. Training a teacher to ensure the modern quality of education for everyone: the experience of Russia: recommendations based on the results of scientific research / ed. acad. G. A. Bordovsky. - St. Petersburg: Publishing house of the Russian State Pedagogical University im. A. I. Herzen, 2007. - 79 p.
9. UNESCO World Education Report, Education for All (UNESCO, 2000).
1This article discusses the relationship between the development of an innovative model of education and the educational needs of society. Based on the analysis and generalization of the data contained in the studies, the author, along with the concept of "need", reveals the content of the concept "educational need" from the point of view of sociology. A list of urgent educational needs has been formulated that characterize the innovative model of education, in particular, distance education. The conditions for the formation of educational needs in a qualitatively new educational environment are determined. On the basis of establishing the relationship between the development of an innovative educational environment and educational needs, two groups of the latter are distinguished: strategic and tactical. It is concluded that, firstly, the social aspect of managing the modern model of education must be revealed through the development of educational needs in it; secondly, for a traditional society, the educational need acts as a factor in including a person in the sociocultural environment, forming his sociality, and for an information society, it is a means of individualizing a person, a factor in the formation of his freedom.
need
educational need
educational environment
innovative model of education
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3. Dizard W. The onset of the information age // New technocratic wave in the West. - M.: Progress, 1986. - S. 343 - 354.
4. Durkheim E. Sociology of education / E. Durkheim. – M.: Kanon, 1996. – 217 p.
5. Zborovsky G.E. General sociology / G.E. Zborowski. - M., 2004. - 503 p.
6. Zdravomyslov A.G. Needs. Interests. Values / A.G. Zdravomyslov. - M.: Politizdat, 1986. - 24 p.
7. Smelzer N. Sociology / N. Smelzer. - M.: Phoenix, 1994. - 688 p.
8. Teitelman N.B. Educational needs of students of non-state universities: dissertation…. cand. sociological Sciences: 22.00.06 / Nikolai Borisovich Teitelman. - Yekaterinburg, 2004. - P. 42.
9. Scheler M. Forms of knowledge and society // Sociological journal. - 1996. - No. 1. - P. 138.
10. Merton R. Social Theory and Social Structure / R. Merton. - N.Y., 1957. - P. 456.
The mechanisms of the developing market economy in the information society of Russia in the last 5 - 10 years have contributed to the rapid growth of the need to get education at a qualitatively new and convenient level for the consumer.
The need for education is one of the basic concepts that interprets the features of the functioning of the educational sphere. It is used as an important component of interdisciplinary research in the field of sociology, psychology, pedagogy, marketing, economics, etc. The essential side of the concept can be revealed in the context of the analysis of its generic category "need", which is quite well-established in science.
Purpose of the study: to substantiate that the functioning and development of an innovative educational environment is based on an educational need that affects the formation of educational interests, value orientations, motives, goals, thus determining the features of a new modern demanded model of education.
Research methods: theoretical analysis and generalization of literary sources and documents, including textual, graphic, audio, video and other materials in the global computer network Internet, comparison of the conclusions obtained as a result of understanding the special literature on the research problem.
Speaking about the content of the concept "need", it can be considered as a certain need of the subject in a certain set of internal and external conditions of his being, arising from his essential properties. In this capacity, the need acts as a cause of activity. A need is a person's motivation for activity, it expresses the dependence of activity on the outside world.
Within the framework of sociological science, the social needs of people are studied: the need for communication, self-preservation, self-affirmation, self-development, self-expression. Psychological sciences consider needs as a source of activity, the root cause of the behavior of an individual or a social group. Sociological and psychological approaches to the problem of needs are aimed at studying its various aspects and exist in close relationship with each other. All these approaches are characterized by the consideration of need as a state of need in some subject necessary for the subject. That is why the need acts as a cause and source of activity.
Needs can be differentiated into their subtypes. Allocate primary and secondary, material and spiritual needs. Among them, of course, there are also educational needs or educational needs. They are based on the need for knowledge, which is the object of not only educational, but also a whole complex of spiritual needs. Thus, R. Merton believed that the concept of "knowledge" should be interpreted in a sociological context extremely broadly, as including "practically the entire gamut of cultural products" .
In this regard, educational needs can be divided into the need for scientific knowledge and knowledge of the ordinary, everyday. These needs are met in a variety of ways. If the former are implemented within the framework of formal education (in the institutions of its system), then the latter - in the context of non-formal education, in the course of interpersonal interaction of a person with the immediate environment, in the process of socialization under the influence of a complex of social factors: family, education, culture, state, religion and others
In the works of the founder of sociological knowledge, M. Scheler, knowledge of the “higher kind” can be classified: as knowledge for the sake of domination, or active knowledge of the positive sciences; knowledge for the sake of education, or educational knowledge of philosophy; knowledge for the sake of salvation, or religious knowledge. The types of knowledge identified by him differ among themselves in forms, motivation, cognitive acts, goals of cognition, exemplary types of personalities, forms of historical movement. According to the content characteristics of knowledge, one can accordingly distinguish groups of knowledge needs (Fig. 1).
In addition, a necessary element of the educational need is the need of the individual to organize the educational space, which includes objective conditions - place, time, choice and use of specific educational institutions, and subjective conditions based on non-formal education, primarily self-education. If the external educational space is regulated by the formal rules of the educational institution and the law, then the internal one is regulated by motivational, dispositional mechanisms, as well as the mechanism of memory.
The basis of the functioning of the motivational mechanism for the regulation of educational activities is the educational need. It affects the formation of educational interests, value orientations, motives, goals. The educational need also determines the functioning of the dispositional mechanism, forming dispositions, installations of educational activity. The mechanism of memory is also determined by the educational needs of the individual, since the level of their formation and the nature of their implementation determine the structure of knowledge stored in a person’s memory, the breadth, variety of information, its functionality, social relevance, etc.
A person, realizing educational needs, expects the achievement of certain results, which allows classifying the educational interests of a person through a vision of the result of his own educational activity. So, the researcher N.B. Teitelman's basic educational interests include:
Material (increase in material well-being as a result of educational activities);
status (change in status, vertical social mobility due to an increase in the level of education);
Professional and labor (increasing professional competence, improving labor skills in the process of implementing educational activities);
Moral (obtaining moral satisfaction from a higher level of education);
Adaptive (inclusion in new spheres of social reality, development of new types of activities as a result of education);
Spiritual (self-realization in the spiritual sphere, a higher degree of involvement in spiritual life, involvement in culture in accordance with the level, nature and quality of education).
This analysis, from his point of view, allows us to identify the following educational needs: material growth, status promotion, professional excellence, moral self-affirmation, social adaptation and spiritual self-realization.
It should be noted that the above analysis of educational needs is of a strategic nature, indicating a certain constancy of the result of educational activities. At the same time, a number of classical sociologists pointed to the ongoing changes in educational needs, highlighting the development of information technology as the reason.
The works of E. Durkheim say that you need to realize yourself, try to notice and highlight tomorrow's person. Moreover, it is precisely for educational purposes, in his opinion, that the totality of real social needs is contained, which ensures the unity of educational systems. His reasoning contains a link between the need and the process of development of the educational system, which makes it possible to indicate the transition to a new educational model demanded by society - the distance model. According to E. Durkheim, the transformation of society requires corresponding transformations in education. However, it is possible to reform successfully only by understanding the goals of reforming.
The images of modern education are made up of new features of a developing society. So the American sociologist D. Bell argues that the transition from a post-industrial society to a society providing a wide variety of services is based on new technological innovations and new intellectual technologies.
For his part, T. Smelser notes that in a post-industrial society, information resources become the main economic value and the largest potential source of wealth. He states that these resources, together with the means, methods and conditions that allow them to be activated and used effectively, are the potential of society.
At the same time, W. Dizard says that a certain general model of changes associated with information technology is emerging. This is manifested in a three-stage progressive movement: the formation of the main economic sectors for the production and dissemination of information, the expansion of the range of information services for other industries and government bodies, the creation of a wide network of information media at the consumer level.
In view of the foregoing, it can be stated that even in the works of the classics of sociology, forthcoming changes in society associated with a change in the role of information were noted. New needs should directly affect the education sector, stimulating the formation and development of an innovative educational model.
Thus, if the need for education (general model) can be set by the goals and strategy for obtaining it, which was indicated above, then educational needs in the conditions of a new innovative model can be designated as tactical needs that ensure the procedural nature of the decision to choose a model. A possible contender for the “title” of an innovative educational model is currently the distance learning model (DME), the characteristic features of which are:
The need for training without interruption from the main job, moving to another place;
The need for training according to an individual program, compiled taking into account the wishes of the student himself;
The need for unlimited learning time frames;
The need for unlimited choice of academic disciplines;
The need for financial accessibility of education;
The need to communicate with the teacher if necessary, and not only with information sources for obtaining information;
The need for the quality of educational services provided, regardless of the location of the student;
The need for specially designed teaching aids for self-study;
The need to monitor learning outcomes regardless of the location of the student;
The need for constant modernization and modification of educational material in accordance with the level of development of scientific and technical progress.
Thus, educational needs in the distance educational model arise: firstly, if educational needs are updated and there is no way to satisfy them within the framework of the traditional education system; secondly, if there are obstacles to traditional learning that can be eliminated in DME (distance, openness, flexibility, relatively low cost); thirdly, if there are claims to the conditions of traditional education, which can be implemented in the distance model, which makes it possible to practically use both innovative forms and means of education. Nevertheless, despite all the obvious advantages of the distance education model in relation to the traditional one, it still has methodological and technical problems, which currently does not allow equating distance and innovative educational models. The reasons for this are as follows: firstly, the level of required knowledge for the use of information and communication technologies in education is higher than the real skills and abilities of students; secondly, the Russian system of education (preschool and school) did not offer an alternative to classes with a teacher, as a result - getting used to the classical and the difficulty of adapting to modern teaching methods, designed mostly for self-mastery of educational material.
In conclusion, we note, firstly, the social aspect of managing the modern model of education must be revealed through the development of educational needs in it. The management of an innovative educational environment should be defined as a two-level process in which the first level is leadership, that is, the formulation of a strategy for the development of an educational model, and the second level is regulation in accordance with the chosen strategy; secondly, the nature of educational needs in specific historical conditions depends on a complex of sociocultural factors and, ultimately, is determined by the place and value of a person in society. If for a traditional society the educational need acts as a factor in the inclusion of a person in the socio-cultural environment, forming his sociality, then for the information society it is a means of individualizing a person, a factor in the formation of his freedom. In technogenic societies, the educational need is a condition for the training of professional personnel and "participates" in the production of man as an "appendage" of scientific and technological progress. In the modern information society, the educational need is a condition for self-realization and self-development of a person. It is to build such a society that we should strive.
Reviewers:
Naletova I.V., Doctor of Philological Sciences, Professor of the Department of Theoretical and Applied Sociology, Tambov State University. G.R. Derzhavin, Tambov;
Volkova O.A., Doctor of Social Sciences, Professor, Head. Department of Social Work, NRU "Belgorod State University", Belgorod.
Bibliographic link
Prokopenko Yu.A. EDUCATIONAL NEED - THE BASIS FOR THE FUNCTIONING OF THE EDUCATIONAL ENVIRONMENT // Modern problems of science and education. - 2014. - No. 6.;URL: http://science-education.ru/ru/article/view?id=16196 (date of access: 11/25/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
Educational Needs
"... Educational needs - the scale, nature and degree of interest in certain educational services on the part of society as a whole, territorial communities, enterprises, institutions and organizations, individuals and their associations ..."
Source:
"MODEL LAW ON ADULTS EDUCATION"
Official terminology. Akademik.ru. 2012 .
See what "Educational Needs" is in other dictionaries:
Educational Needs- the need to master the knowledge, skills, abilities and qualities provided by the predictive model of competence, which the student needs to master in order to solve vital problems ... Glossary of terms on general and social pedagogy
SPECIAL EDUCATIONAL NEEDS- additional educational activities or support needed by children and adolescents with physical or mental disabilities, as well as those children who could not complete school for any reason ...
EDUCATIONAL SERVICES- a set of purposefully created and offered opportunities for acquiring knowledge and skills in order to meet educational needs. According to their goals and content, educational services are divided into professional ... ... Professional education. Dictionary
Children with special educational needs- A new, not yet established term; arises, as a rule, in all countries of the world during the transition from a unitary society to an open civil society, when society realizes the need to reflect in the language a new understanding of the rights of children with disabilities in ... ...
Russian State Pedagogical University named after A. I. Herzen- Coordinates: 59°56′02″ s. sh. 30°19′10″ in. d ... Wikipedia
Ten main provisions of the new law on education- The new law on education in the Russian Federation comes into force on September 1. It will replace the two basic laws On Education (1992) and On Higher and Postgraduate Vocational Education (1996). Work on the draft law began in 2009, and that's all ... ... Encyclopedia of Newsmakers
Inclusive education- Inclusive (French inclusif - including, from Latin include - I conclude, include) or included education - a term used to describe the process of teaching children with special needs in general education ... ... Encyclopedia of Newsmakers
Non-profit scientific and educational institution. Part of the Eidos Group of Companies. Address of the Institute 125009, Russia, Moscow, st. Tverskaya, d. 9, p. 7. Director of the Institute, Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy ... ... Wikipedia
Jackson (Mississippi)- This term has other meanings, see Jackson. City of Jackson Jackson Flag ... Wikipedia
Special psychology- a field of developmental psychology that studies the problems of the development of people with physical and mental disabilities that determine their need for special conditions for training and education. Formation of S. p. took place within the framework of defectology. ... ... Pedagogical terminological dictionary
Books
- Organization of a developing correctional educational process with preschoolers with special educational needs. Federal State Educational Standard, Kiryushina A.N. The book presents the experience of creating special socio-pedagogical conditions for the development and upbringing of a child in a preschool institution of a compensatory type. The authors describe in detail ... Buy for 503 rubles
- Teaching literacy to preschool children. Partial program. GEF, Nishcheva Natalia Valentinovna. In accordance with the Federal State Educational Standard, preschool educational organizations, when compiling the main educational program, can use, in addition to the exemplary educational program, preschool ...
Topic:Educational needs of the state and society and their importance in the formation of educational programs for the levels of general education of an educational institution
Target: to consider the concept of the educational needs of society as an order from the state and society for educational services to the education system at the school level, to study ways to identify them, as well as taking into account the request for educational services in the formation of educational programs at the levels of general education.
Plan:
The concept of educational needs. Educational needs of the state, students and their parents.
Ways to identify the educational needs of the local society. Diagnostics of the demand for educational services.
Principles of formation of the educational program. Accounting for educational needs in the educational program.
The concept of a training (educational) plan. Exemplary programs in subjects.
Teaching materials:
1. The concept of educational needs. Educational needs of the state, students and their parents
In the Dictionary of Pedagogy Kodzhaspirova E.N. the need is defined:
“Need is a need objectively and subjectively experienced by a person for something, which is a source of activity, development of the individual, society as a whole. Between the objective need and its subjective reflection, contradictions are not uncommon, which significantly affect the development of the individual and her behavior. In the most general form, needs are usually divided into biological and sociological, often this division is called differently - material and spiritual needs. Needs in psychology are also considered as special psychological states - states of tension, dissatisfaction, discomfort, etc., reflecting the discrepancy between the internal and external conditions of activity. These states can be realized, or they can manifest themselves in unconscious drives, motives for activity, attitudes, and other needs. Needs are changeable, dynamic, biologically and socially conditioned. Satisfaction of needs proceeds as a result of purposeful activity. The education of needs is one of the central tasks of personality formation” 1 .
According to this classification, educational needs are related to sociological needs and mean the need of a person or a state for education in order to realize their own potential and internal and external development. The education system aims to satisfy educational needs personality, respond to the order of the economy and the social sphere, ensure the development of higher education, create conditions for the most complete realization of the capabilities of educators. The main factors influencing the direction of needs: socio-economic conditions, political situation, globalization, domestic needs.
It should be noted that a particular difficulty lies in the reflection of educational needs in the social order of the education system. Obviously, the education system in the “ideal version” should provide:
for an individual - the conditions for self-realization, both through receiving education "ordered" by the state or society, and through the formation of one's own educational trajectory (naturally, the result of obtaining such an "individual" education should not impose any obligations on the state and society; accordingly, funding obtaining such an education is a personal matter for everyone, with the possible attraction of an educational loan);
to society - the possibility of developing training programs corresponding to a certain level of education, fixing this level and the conditions for achieving it by a particular student, but without financial obligations from the state (including the possibility of implementing such programs in existing or specially organized educational institutions);
to the state - the possibility of training specialists of certain qualifications in an amount that meets the needs of the state for the fulfillment of the duties assigned to it by society 2 .
What moments of historical development can be called decisive in the formation of educational needs?
What factors determine the direction of the content of the educational needs of the individual?
2. Ways to identify the educational needs of the local society. Diagnostics of the demand for educational services.
Identification of the educational needs of each group of consumers - the state, society, an individual - is impossible without their active participation.
Detection methods include:
Study of the socio-economic situation in the territorial entity (standard of living of the population, professional demand, demographic situation, population migration, etc.).
Questioning of participants in the educational process.
Analysis of the educational potential of students.
Assessment of educational system resources.
As a rule, the educational needs of the population are expressed in the intensity of demand for educational services that an educational institution can provide. In modern conditions, each educational institution conducts a survey of students and their parents in order to form an individual educational route for each child.
A successful method for diagnosing educational preferences is used in the municipal educational institution “Lyceum No. A.S. Pushkin, Saratov” (Director - Candidate of Pedagogical Sciences T.A.Denisova) 3 . This methodology makes it possible to develop an educational program at any level of general education, taking into account the individualization of educational routes both for classes as a whole and for individual students. The essence of the methodology is that at the first stage of the formation of the order, the educational needs of students are studied through the filling in of questionnaires by parents and an individual application for educational services. The application is made by students and their parents (legal representatives) jointly.
At the second stage, the questionnaires are processed and the authorized persons prepare proposals for inclusion in the primary school curriculum.
At the third stage, a diagram is compiled that reflects the educational achievements of the student and further prospects for the formation of his individual educational route. Such a diagram can be formed not only for an individual child, but also for the class, parallel and stage as a whole.
It is also possible to invite participants to describe and discuss their methodology for researching educational needs and demand for educational services, which was used in their educational institutions.
3. Principles of formation of the educational program.
Accounting for educational needs in the educational program
On September 1, 2011, the federal state educational standard for elementary school, which differs significantly from the previous one, will come into force on the territory of the Russian Federation.
The need to improve educational standards arises not only in Russia, but throughout the world. Already in the mid-70s of the last century, it became clear that the content of education is being updated much more slowly than technology. To teach children something new, it is necessary to develop new methods and manuals, teach teachers how to use them and how to organize the educational process. All this takes time. But life does not stand still, civilization develops, and there comes a moment when what was modern yesterday becomes obsolete today, and again something new must be introduced. Therefore, at the moment, the school is faced with the task of ensuring not only and not so much the acquisition of knowledge by children, but the ability to use the acquired knowledge to acquire new ones.
The orientation of the educational standard to the result makes the main goal of education the development of the student's personality on the basis of mastering various methods of action, the formation of his ability to navigate large amounts of information, set educational goals, evaluate the result, and, ultimately, the ability to learn 4 .
And most importantly, the standards should teach the student to use knowledge, to learn, because now there is not enough school baggage for life - you need to relearn, finish your studies, be able to acquire knowledge on your own.
In addition, the new standards coordinate the system of requirements in schools and universities, providing graduates with the opportunity to compete on an equal footing, no matter what educational institutions they study in.
The significance of the new standard for parents is that with its introduction, for the first time in the history of national education, they get the opportunity to directly influence the educational process.
The standard fixes the special powers of the participants in the educational process, which, in particular, give the parents of students the right, together with the school and the public, to determine up to 20% of the content of education in primary school in accordance with the needs of children (when moving to the main and senior levels, this figure increases).
We are talking about the legally enshrined right of parents to participate in the management of the school and the formation of the content of education.
The Constitution (Article 43) and the Family Code (Articles 63, 64) state that parents "have the priority right to raise their children." Moreover, it is also said there that, "as representatives of children, parents are obliged to protect their rights and legitimate interests."
This means that it is the parents who determine where, how and according to what curricula (of course, corresponding to the federal state educational standard) their children will study. So, for example, if there are several study guides in the subject, parents have the right to receive an explanation why the teacher chose this particular study guide.
To meet the educational needs of students, the main educational program of primary general education of an educational institution with state accreditation is being developed, taking into account the type and type of this educational institution, as well as the educational needs and requests of participants in the educational process. In accordance with the requirements of the standard, the development by an educational institution of the main educational program of primary general education is carried out independently with the involvement of self-government bodies (the council of the educational institution, the board of trustees, the governing council, etc.), ensuring the state-public nature of the management of the educational institution 5 .
Personal, family, social, state needs and opportunities of a child of primary school age, individual characteristics of his development and state of health determine the target settings, knowledge, skills, skills and competencies, ensuring the achievement of which is the goal of implementing the main educational program of primary general education.
4. The concept of a training (educational) plan. Exemplary subject programs
The most important part of the main educational program is the educational (educational) plan (hereinafter referred to as the curriculum) of an educational institution, which determines the maximum volume of the study load of students, the composition of subjects and areas of extracurricular activities, distributes the study time allotted for mastering the content of education by grade and subject 6.
During the development of the educational program in the implementation of the curriculum at the first stage of general education, the basic foundations and foundation of all subsequent education are formed, including:
the basis for the formation of the child's educational activity is laid - a system of educational and cognitive motives, the ability to accept, maintain, implement educational goals, the ability to plan, control and evaluate educational activities and their results;
universal learning activities are formed;
the cognitive motivation and interests of students develop, their readiness and ability for cooperation and joint activities of the student with the teacher and classmates, the foundations of moral behavior are formed that determine the relationship of the individual with society and people around him.
The curriculum consists of two parts - a mandatory part and a part formed by the participants in the educational process, including extracurricular activities carried out in the afternoon.
Mandatory part the basic curriculum determines the composition of compulsory subjects for implementation in all state-accredited educational institutions that implement the basic educational program of primary general education, and the study time allocated for their study by grade (year) of study.
The educational institution, at its discretion, uses the study time of this part for various activities in each subject (project activities, practical and laboratory classes, excursions, etc.).
Part of the curriculum formed by the participants in the educational process,
ensures the implementation of the individual needs of students. The time allotted for this part 7 can be used to increase the teaching hours allocated to the study of individual subjects of the compulsory part, and / or to introduce training courses that provide for the various interests of students. This part includes extracurricular activities 8 .
The organization of classes in the areas of the "Extracurricular Activities" section is an integral part of the educational process in an educational institution. The school should provide students with a wide range of areas, classes, activities aimed at their development. The content of classes within the framework of extracurricular activities is formed taking into account the wishes of students and their parents (legal representatives). Extracurricular activities are realized through various forms of its organization, different from the lesson system of education. These can be excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, competitions, search and scientific research, socially useful practices, etc.
When organizing extracurricular activities of students by an educational institution, it is desirable to use the possibilities of institutions of additional education, culture and sports. During the holidays, the potential of specialized camps, thematic camp shifts, summer schools, etc. can be used to continue extracurricular activities.
For the development of gifted and talented children, individual curricula can be developed with the participation of the students themselves and their parents (legal representatives), within the framework of which individual curricula will be formed (content of disciplines, courses, modules, pace and forms of education). In addition, distance education can be organized within the framework of extracurricular employment of schoolchildren.
10. Federal State Educational Standard - http://standard.edu.ru/
11. Federal portal of additional education for children www.vidod.edu.ru
