Creation of the system of upbringing and development

Personality development and prevention of secondary impairments

In Russia on the basis of studying of features of development of children with hearing impairment established system of teaching deaf and hard of hearing children. The studies for slow learners children with impaired hearing (L. S. Vygotsky, A. R. Luria, G. L. Zaitsev, I. A. sokolyanskiy, S. A. Zykov, M. S. Pevzner, G. P. Bertini, V. V. Rozanov, T. A. Basilov, Solov’ev I. L.) led to the identification of a special group of deaf children – deaf children with complex structure of defect. “Complex defect – a combination of two or more violations in the systems of the body, which accounts for the significant originality of their psychophysical development” (G. P. Bertini). Deaf children with complex structure of defect – this is a category of children along with common state – deafness – have one or more systemic disorders.
Quite often among the genetic abnormalities of development occur multiple malformations of the child, combines hearing, vision, mental retardation. Geneticists know more than 250 syndromes in which there is a hearing loss, approximately 80 of them are associated with visual impairment. Also along with the above disabilities may have a mental deprivation. Mental deprivation is a mental condition, resulting from certain conditions in which the subject does not have the opportunity to meet some of its major psychosocial needs sufficiently and for a long enough time. Deaf children most often meet the following syndromes characterized by mental deprivation: the delay and the distortion of intellectual development, depletion of cognitive sphere; strong-willed violations from reducing the activity to severe passivity, weakness and exhaustion motivation; emotional disorders such as different deprivation States.
From the initial disturbances depends on the substantial-psychological orientation correction of mental development, personality development and prevention of secondary impairments. An integral part of correctional work is also an effective treatment of somatic and neuro-psychiatric disorders. It should be aimed at overcoming cerebroasthenic and neuro-psychiatric disorders. It should be aimed at overcoming cerebroasthenic disorders, somatic abnormalities and psychiatric care in the presence of behavioral, personality, and psychotic disorders.
In the works of L. S. Vygotsky justified the position that deaf children reach the same age as normal hearing, but it happens to the other, that of normal-hearing, but it happens using other methods and means. It is important to know the way by which to develop the child. The mental development of children, personality development in General is closely related to the process of training and education.
The uniqueness of the person with hearing impairment, it requires the special features of the learning environment, the creation of an environment adequate for the full development of his personality. Defining characteristics of children with impaired hearing, to put and solve specific problems, to choose the path of training and education.
Most of their time in childhood and teenage years one spends in school. The assimilation of the child in the educational knowledge, abilities, skills, and assimilate the rules of behavior in society, skills of interpersonal communication, the accumulation of a certain cultural minimum is formed through the comfort of the learning environment in which the child is placed. Under the comfort of learning assumes the existence of such a regime in the school, when the child is given all possible intellectual and physical activity, when the pupil is not confined to himself, and eager to communicate with their peers, with the surrounding people provided for the post by International Adoption research blogger and columnist. The comfort of learning – these are the microenvironment and mikrosotsium in the school in which the child has the opportunity to discover and realize their natural creativity. Based on the capabilities of the child’s team must determine the content of training, curricula, programs, activities, methodological support lessons, reasonable alternation of learning activity and rest, creation of the system of upbringing and development of children’s creative abilities, necessary and possible for this institution.
In special correctional institutions for deaf children educational support should be provided in connection with psychological. The main thing is to make the child adapt to school conditions and challenges. Naturally, behavioral and mental symptoms adaptation individual and depend on the nature of the child, the state of his health.
Deaf children to a greater extent than hearing, require assistance and support in training and education. Support student – organized psychological-pedagogical help for the purpose of improving the efficiency and quality of its training and education. Support is a set of actions, techniques, events, realizing the goal of education. The point is to help the child adapt to the conditions of the institution and on the path of mastering knowledge and skills that will help him enter society, to go from a simplified and specific world of the school for the deaf in complex and challenging contemporary world find a place, to become independent in various spheres of life.