Main scientific branches of pedagogy: description and features

The branches of special pedagogy presuppose the study of people who have various deviations from standard mental development. Such problems are associated with acquired or congenital defects.

Features of special pedagogy

These branches of pedagogy are recognized as the psychology of special conditions, which mostly arise in adolescence and childhood, under the influence of factors of an organic or functional nature. Such conditions cause a delayed or specific psychosocial development of the child, which greatly complicates its integration and social adaptation.

Object of special pedagogy

In this branch of social pedagogy, teenagers, children, and older people who have various deviations in somatic, mental, intellectual, sensory, personal, social development are considered as the main object. Experts not only identify problems, but also look for ways to eliminate them.

Sections of social psychology

This branch of pedagogy has certain sections:

• Tiflopsihogia (with problems with the organs of vision);
• Surdsychology (for deaf children and adolescents);
• Oligophrenopsychology (with mental retardation);
• Psychology of children with speech problems;
• Psychology for children with serious mental retardation.

Tasks of special psychology

In this branch of pedagogy the following tasks are distinguished:

• To study the features of mental development of different categories of abnormal children and adolescents in comparison with those that develop without deviations;
• To study the effectiveness of the influence of certain methods of education and training on the development of the personality of schoolchildren with disabilities;
• To analyze the specificity of the cognitive activity of children with different types of disorders;
• To select pedagogical methods of influence on the education and development of children who have significant anomalies in development;
• To develop methods and methods for diagnosing various types of mental development disorders;
• To study the psychological problems that arise in the course of socialization and integration in society of children who have different types of abnormal development.

The practical significance of special psychology

In this branch of pedagogy there are several important practical tasks:

• Identify children with developmental disabilities;
• To conduct differentiated diagnostics;
• To develop certain psychodiagnostic techniques.

Principles of examination of children with developmental problems

These branches of psychology and pedagogy function on the basis of the principles:

• Comprehensive study of the child;
• Dynamic examination of the child;
• The integrity and systematic nature of training, the identification of a primary defect and a secondary violation;
• Qualitative-quantitative approach in the process of analyzing data that were obtained during psychological and pedagogical diagnostics.

For the principles listed above to be fully implemented, a psychological service was established in the field of modern pedagogy, aimed at diagnostic, preventive, corrective, developmental, diagnostic, rehabilitation activities with the individual. Currently, the following approach is relevant: after diagnosis of selection, analysis of specific parameters of the development of the child's mental development is carried out.

Features of special pedagogy

In this branch of pedagogy as a science , people with anomalies in mental and physical development are considered who, because of hereditary or acquired defects, can not be trained in classical pedagogical conditions. For such categories of children do not fit conventional pedagogical tools and methods.

Goals of psychological support

Let's analyze the scientific branches of pedagogy, concerning the development of children with deviations. Among the goals of their special support are:

• A search for an imbalance between the level of development and the teaching methodology of such children;
• Taking into account the individual abilities of children with anomalies in the development of special developmental and training programs;
• Search and development of the most favorable conditions for social adaptation and integration of children with anomalies;
• The creation of pedagogical and social programs that contribute to the professional self-determination of such schoolchildren.

The main branches of pedagogy have a scientific basis, a certain terminology, a conceptual apparatus. Special pedagogy is aimed at habilitation and rehabilitation of children, compensation and correction of deficiencies through pedagogical means. It is this branch of pedagogy that is responsible for the formation of self-esteem, adequate social behavior, development of self-esteem. As a result of the work of teachers and psychologists in children who have serious physical and psychological deviations in development, there should not be problems with socialization and integration in society.

Defectology

The modern system of pedagogical branches includes such a section as defectology. This is the science of the development of children with anomalies in development, as well as the patterns of their upbringing and education. Defectology as a science brought to modern pedagogy the method of comprehensive study of the personality of children. This branch of pedagogy includes the following areas:

• Speech therapy;
• Oligophrenopedagogy;
• Surdopedagogy;
• Typhlo-pedagogy.

At the end of the last century, instead of "defectology," the term "correctional pedagogy" was used. At present, in Russian education, the term "correctional pedagogy" implies the sum of components that make up the defectology. Correctional pedagogy is a branch of pedagogical science that develops theoretical principles, bases, means and methods of education, correction, education of children, in whom there are deviations and disruptions in development.

Curative pedagogy, which is an integrated medical and pedagogical science that deals with the system of educational and upbringing work of teachers with sick and sick children, is adjacent to correctional pedagogy.

Terminology

Among the basic concepts of special pedagogy and psychology, there are:

• defect;
• norm;
• compensation;
• rehabilitation;
• Abnormal children;
• correction;
• Dysontogenesis;
• socialization;
• Conditions of education.

Let us analyze these terms in detail. The term "norm" (translated from the Latin language means the leading principle) is used to describe health or illness. With the norm, the intellectual, psycho-emotional, physiological state of a child participating in diagnosis is compared.

Pathology is seen as a deviation from the standard level of development. Psychologists distinguish the pathology of intellectual and physiological development, as well as deviations from the norms of behavior in society. Deviant behavior is called a system of actions or a separate act that contradicts the generally accepted rules and norms. In modern psychology, there are several varieties of norms:

• Ideal sample;
• Physiological norm;
• Static sample;
• Individual rate.

In addition to physiological abnormalities in development, often in children behavioral pathologies are observed. They are manifested in the instability of interpersonal relationships, resentment, dissatisfaction, low self-esteem, self-esteem.

A defect is a physical or mental defect that causes a violation of the child's full development. Allocate its primary and secondary characteristics. If a child has a defect in one of the functions, the normal functioning of the body becomes difficult, psychological problems arise, and intellectual development slows down. Development of a child with a defect in one of the functions occurs only in the presence of certain circumstances. The effect of a defect is dual. Because of it, there are irregularities in the normal functioning of the body, but other functions that compensate for the shortage that has arisen are intensively developed. The psychologist LS Vygotsky said that the minus from the defect gradually turns into a plus compensation. Currently, there are two types of defects:

• Primary include general and particular dysfunction of the central nervous system, manifested in delayed development. The primary effect is caused by damage to analyzers, parts of the central nervous system.
• Secondary develops as the child grows up having psychophysiological development disorders, if the social environment fails to compensate for such problems. The secondary defect assumes incomplete development of higher mental functions due to primary deviations in development. For example, if a child has problems with hearing, speech and thinking are poorly developed.

There are secondary defects in different mechanisms. Most often, the functions that are closely associated with the primary defect are underdeveloped. At the preschool age, there is the formation of voluntary motor skills in a sensitive period. If at this time there are various injuries: trauma to the skull, meningitis, there may be delays in normal development, the child is formed motor disinhibition. The greater the relationship between the secondary deviation and the primary defect, the more difficult it is to perform correction.

Conclusion

In modern pedagogy and psychology, many branches are singled out. Each assumes its own specific goals and objectives, is targeted at a certain age of children. Particular attention has recently been paid to the development and correction of children who have serious deviations in physiological and psychological development. The urgency of the problem is explained by the increase in the incidence of children, including the increase in the number of mental disorders.

Thanks to the modernization of the modern system of Russian education, which is currently taking place, it became possible to train and educate children who have serious deviations in physiology and mental development on individual programs. In many secondary schools, there are specialized correctional classes, in which children are trained and developed according to special programs. Teachers work in close contact with child psychologists.