Author: Katerina Kunitska, korektsіyny teacher, psychologist, the director of the Directorate of GO "Dotik". A huge error of both parents and our education system, in my opinion, is that the vast majority of those who somehow treat inclusion, start it in the offices of psychologists and defectologists, and then migrate immediately to the garden or school, where hell is for a special child, where he "does not pull," because it requires "at least something" in an absolutely uncomfortable and harmful conditions for him, instead of demanding, like everyone else, but to provide a special approach. In my opinion, inclusion should begin in children's homes of creativity, sports sections, music and art schools. Where children get emotional self-support from a process where there are no very strict rules and casual neighbors on the desk, where the lesson lasts up to 45 minutes and there is an opportunity to calmly interrupt it in case of "force majeure". Where there are many more adults who are ready to come to the child for help and see it outside the notions of "norm" and "intellect", where the emotional intelligence of the child begins to flourish on the basis of creativity, and does not fade in the bud in the school walls. Creativity is the weakest side of a special baby, but what we, adults, invest in such kids, attaching them to creativity, developing imagination, reveals their essence, their "I", and as a result gives so persistent development results that the table multiplication can not be taught. It is in every little gadget. And since extracurricular activities teach the rules of society and are able to socialize the child very comfortably and sparing, it is incomparable even with the best resource class! Оригінал Enter your email address:.

Author: Katerina Kunitska, korektsіyny teacher, psychologist, the director of the Directorate of GO "Dotik". A huge error of both parents and our education system, in my opinion, is that the vast majority of those who somehow treat inclusion, start it in the offices of psychologists and defectologists, and then migrate immediately to the garden or school, where hell is for a special child, where he "does not pull," because it requires "at least something" in an absolutely uncomfortable and harmful conditions for him, instead of demanding, like everyone else, but to provide a special approach. In my opinion, inclusion should begin in children's homes of creativity, sports sections, music and art schools. Where children get emotional self-support from a process where there are no very strict rules and casual neighbors on the desk, where the lesson lasts up to 45 minutes and there is an opportunity to calmly interrupt it in case of "force majeure". Where there are many more adults who are ready to come to the child for help and see it outside the notions of "norm" and "intellect", where the emotional intelligence of the child begins to flourish on the basis of creativity, and does not fade in the bud in the school walls.

Creativity is the weakest side of a special baby, but what we, adults, invest in such kids, attaching them to creativity, developing imagination, reveals their essence, their "I", and as a result gives so persistent development results that the table multiplication can not be taught. It is in every little gadget. And since extracurricular activities teach the rules of society and are able to socialize the child very comfortably and sparing, it is incomparable even with the best resource class! Origen blogs reform of the middle osoviti Original article: K. Kunitska: Inclusion is guilty in secessions and CDNT.