What teaches dysgraphia

What teaches dysgraphia

Authors: Rybakova Elena, Rybakov Dmitry, Sultanova Rosa, Gayazova Gulshat, Ankudinova Anastasia

© Elena Rybakova, 2018

© Dmitry Rybakov, 2018

© Rosa Sultanova, 2018

© Gulshat Gayazova, 2018

© Anastasia Ankudinova, 2018

ISBN 978-5-4490-8881-9

Created with Ridero smart publishing system

Introduction

Domestic and international science has reached significant heights in the study and methodology of problems associated with violations of written communication in both children and adults.

Nosology cal aspects of modern research, etiological, structured, methodical approach s allow Vat effectively ensure social and educational needs of children and adults with dysgraphia, actualizing not only have stored on uchayuschihsya resources, but also adaptive, and overcompensation tional opportunities.

However, the rapid increase in the complexity of both children suffering from violations of written communication and the individual structure of their discompetencies requires the positioning and development of new concepts, approaches and perspectively significant principles for the development of a system of psychological, medical and pedagogical support for children of target groups, adequate to their vital and anticipated special educational needs in the context of a rapidly changing world.

A child with disabilities can not but reflect in his written sphere his worldview, his sense of his place in the external environment and his prospective, probable fate. He often feels more insightful and tense insufficiency, inaccuracies, cunning and conventionality of the observed picture and its verbal-conceptual reflection. Here sometimes lie difficult to determine the factors of pathological nature – and here can be found the key to the organization of compensation, activity, personal, overcompensatory actualization of the child, to ensure the synergies of his self-development.

Not forgetting the need for the formation and development of a child with disabilities in the development of increased resources of social adaptability, social attractiveness, we have no right to neglect either obvious opportunities or more complex, systemic mechanisms.

At the same time, the current, future qualitative transformation of society, contemporary demands of citizens and society can be realized with an innovative approach to the human resource, including – in the format of modern structuring of society, as well as adequate reproduction of human capital. Considering as the last complex relationship with the world and their own capabilities of people with special educational needs, we initiate not only an effective surmounting of Lenie related problems, but also position the formation of social trust, acceptance to a new level, activate the latent potential of self-development of citizens and society, effectively identify perspective promising beginnings of social progress.

On the basis of the department teachers ki Psychology Faculty of the Bashkir State University, the Inter-Regional Interagency Internet – Lounge “White Speech”, the student and research association “Monogorodok” teachers, experts, heads of educational and other institutions of social orientation, students, parents of children with disabilities, will present TV community, collaborating in the social responsible project “High Diploma,” which gather the experience favorable correction of complex disorders, including writing, as well as developed the principle’s efficiency, improve psi and emotional ceiling elements of children in prosess corrective maintenance and innovative approaches of inclusive education.

Modern, responding personal and other needs of a child with disabilities in health possibility, system-activity approach creates conditions for optimization of all parties individualing, all the functional resources of the child – and thus actualize its hidden opportunities and overcompensationtional resources.

Optimum subject- personal actualization, as a rule, reveals a different child, with unexpected opportunities and priorities, prospects and a reflex of the potential.

Accounting for more subtle processes and dependencies related to the complexity of violations and related trends not only increases the efficiency of activities of all participants in the social and educational space and their psych-emotional well-being – it is also promisingly consistent, sets the basis for self-development of correctional-educational processes, social favor and culture positivism in social relations.

At first, the general education sphere comprehended and evaluated both the pathos of correctional education and its productive capabilities. Today we observe how the macrosociety is imbued with the significance and effectiveness of tolerance, the positivist approach in defectological support, as well as with the overcompensation capabilities of special didactics and intersubject modeling of social and educational dialogue.

The authors respectfully ask Repina Zoya Alekseyevna, Yekaterinburg, Russian Federation, to take the dedication of this book as a sign of admiration for her foresight in relation to the publishing fate of Rybakova EV: “Whatever you do, Lena,” she said in the far eighties, – you still get a book.”

Multiple reading and different writing. Project organization of accompanying children with dysgraphy

The era of the information expansion of human life was replaced by the era of the electronic transformation of our civilization. Polyalternativeness informational and support now and nstitutsionality has a special moral, legal, humanistic acsenting continuously, especially with regard to children with disabilities, children with disabilities.

Violations of the development and development of written speech in children are not necessarily related to the insufficient resources of functioning, locally or in the total picture of the social and educational status. With a holistic study of the educational status, there are often signs of discrepancy in the available teaching skills, uneven development in connection with, for example, the peculiarities of the manifestations of the priority sphere and even the expressed talent.

An intersubject organization of the social and educational dialogue is an essential condition for the formation of the territory of cooperation, mutual acceptance and opening of adults and children both in conditions of corrective-developing support and the general education space, thanks to which individual motives for expanding, enriching written and oral verbal praxis students in a system of values correlated with the orientations of the adult world, meaningful for close and influential people for children.

In addition, it is necessary to take into account and actualize the abilities of children who do not receive sufficient positioning and development support at the moment, not only in the subject / in this case – in the formation and development of written speech / region, but also in other areas. Armed with the principles of LS Vygotsky on the implementation of the zone of the nearest development of the child, we not only ourselves are focusing on the prospects of expanding its capabilities – but we also provide it with the tools of an actual and reflexive self-positioning. Ie the greater the resources for further development insufficiently updated n s abilities, the more meaningful and tangible, conclusive camp ovyatsya their symptoms at anom identifying and understanding. The overcompensatory component of development and socialization should become an organic part of the vital activity of children with disabilities.

Methodical approach, referred to as plural-reading prescribing teacher at combine different types of institution child reading process: the individual, prepared jointly with the other children, the chain and others. Changing the context of the reading process, the teacher gets the opportunity not only to train the children with the necessary skills, but also to improve the recessive attention, to vary the conditions for overcoming emotional and volitional instability, and so on.

At the same time, in such types of organization of children’s activity, first, avoid excessive variation in the methods of reading a lot (some authors now refer to this situation as a “massage” due to the pressing, aggressive nature of the impact of such methods in overdose), in Secondly, there are not enough opportunities for subjective actualization of children, except, of course, for special playing out of the children with a teaching situation, a didactic orientation, or a plot -and-role orientation.

However, we believe that the individual adjustment and even, perhaps, in consultation with your child about m, productive and emotionally optimizing can be enriched subject to ensure corrective maintenance of the child with dyslexia, dysgraphia texts and psevdoteksts, made letters highly multiformat, noisy and difficult locations. In the group of gaming, educational and project methods developed by the authors and presented at the international competition of the Belarusian Internet portal “New Knowledge”, we not only shared successful achievements, but also marked the ways for further creative cooperation of all participants in the social and educational dialogue.

Project, subject-personal components of children’s activities not only contribute to meeting their vital creative, activity and social needs, but also devalue negative expectations, optimize the child’s ideas about himself and his abilities, motivate him to further cooperation with adults and at the same time to raise the level independence in cognitive activity, communication, status socialization.

By itself distance from the school- lesson situation already, as a rule, substantially increases both the productivity and the quality of the activities of schoolchildren. individually or in a subgroup.

With the provision of a subject, project organization for the employment of children, the effect is amazing even for educators and parents who have considerable experience in developing education. If we do not miss the opportunity from the very beginning of the diagnostic and corrective process to set operational and value orientations for the intersubject and project- activity plan, then later we will not have to overcome mechanistic, formalization of the educational process, let alone didactic and social negativism.

Also important but in the early stages diagnostik- and correctional work, whether individually, in the process if the group cooperation, dates s an opportunity for each child to sounds own opinion of the nature and even the actual availability of school difficulties and other problems in written communication. In the future, subjektic meaningful representations of schoolchildren may yield to the opinion, attitudes of adults. In addition, the culture of educational and other activities needs subjectivization, and the instability of the school situation can become an affective basis so important in the training and life of a person and actualization, as well as the formation of such a value reference in his life, as self-positioning and compensatory modeling.

A pupil can not only learn much less than his abilities in connection with the mismatch of school and general communication skills, inadequate organization of educational activity, uncertainty, psychomotor anxiety, emotional and volitional insufficiency, and so on – but at the same time have sufficiently meaningful ideas about the essence of their difficulties and even possible means of improving the situation.

In addition, despite all the current difficulties of his educational activity, his promising verbal-intellectual and active status is already manifested in him, his neuro-psychological and personal characteristics set additional structuring and style-forming parameters, algorithms, modules and models, violating program-consistent boundaries and conformity successful first-grader, then a successful second-grader – and, in general, an exemplary graduate.

Our children are all different. Even in a monoethnic environment, they speak and think right away in the context of polylinguistic culture, in the format of a complexly structured information environment, and in the long run neither the simplification of the communicative sphere nor the simplification of the organization of the adult world is foreseen.

Therefore, Sun expressed the need for more e first word in the socio-educational space given to the child, as far as possible to follow him, making adjustments and suggestions as I need, and the best e – upon request. Increasing the productivity of children’s activities, their effectiveness in the educational and educational process, vote in favor of this approach as strongly as the escalation of difficulties that increase with the mechanistic organization of support, the objectification of the child, with the apparent superiority of the teacher and his lack of doubt, surprise, intrigue.

Conversely, activity and personal correspondence in the organization of child support can compensate for the lack of special correctional help and even small errors in training.

If others can provide the necessary support or at least not increase tension, anxiety, impulsiveness of the child, we can not even detect such cases or consider them as problematic. In our practice, for example, schoolchildren, who have noticeable signs of a previously overcome stutter (certain signs of convulsive readiness of breathing and articulation apparatus, peculiarities of general and fine motor skills, specific tricks of self-control of the tempo – rhythm of active speech, the corresponding neuropsychic status, tensions, didactic expectations, etc.), although others do not recognize the stuttering of a child in the past, and the student himself, as a rule, does not position such problems in his or her past or in the present. However, complex problematic and even co-dependent situations that require comprehensive support not only for the reader, speech therapist, defectologist, but also psychological support, and even course psychotherapy, are often observed.

It is advisable not to postpone surrounding with the organization of the surrounding escort, if there is a need for it, otherwise they can significantly distort the corrective- development activities, reduce its productivity and expediency of cooperation. Understanding the nature of the support and the importance of the project orientation of activity is formed in the environment of support, the more effective it is than the organic process of involving adults in the subjective value paradigm of the employment of schoolchildren.

Project organization private letter quite respectable history in the creative aspect m, both as parodies, pastiches, preparation and execution of congratulatory texts, etc. -.. And in fact literary relatedness. We add to this group more unfettered, Polymodality of meaningful and creative, in our opinion, a group of design and execution of inscriptions on T-shirts, logos, business cards. However, we can not say that this area necessarily productive, successful participants, enough to motivate and positively due to a number of objektivity and subjects in governmental trends. In addition, school age cox injuring need for sensual m directly m the perception of quality writing instruments, punctuated by sensory feels the communication component, the more – the children with disorders e m writing, which may be a connection but with a primary insufficient Stu function, so and, for example, at too rapid for a given child’s status, the development of reading and writing skills, without sufficient reflection, sensibilbsation or stabilization (which is characteristic, for example, for some categories of gifted children or for children with advanced development of abilities in the field of exact disciplines, as well as poetic, inclined to deep comprehension performed actions, well, and perfectionists; There are also children who are sensitive to the external design of reading and writing, to the quality of writing instruments, accented on the harmony handwriting location with text and other components of the organization’s activities, the environment, the context).

The degree of complexity and theme of the text work is discussed operatively and analytically, in an accessible and concise manner.

The speed and extent of the finical speaking with adults and adjusts calculate, not too monotype, one to enough to support psiho-emotsional flax and communicative favored.

The methods of control and self-control of the quality of work, the conditions of productivity and health savings according to the student’s intention, or in agreement with him, are dosed, improved, and analyzed. Without excessive didacticism and edification, lively, witty, diverse, laconic, avoiding excessive pedagogical evaluation and preferences of the teacher’s opinion.

For the promptly selective organization of the writing process, we propose, for example, that the child, in the course of a corrective session, be able to choose, in a motivated or random way, an option of noisy action, against the background of color drawings, landscape photographs, chaotic and rhythmically applied strokes, spots, curls and ornaments and similar materials without emphasis on argumentation, justification – “as it seems more convenient or interesting” Here we emphasize the significance of each moment of employment of the child, his sensations, opinions, impulses. What we call today significant vagaries in didactics and the general life activity of a child, in particular a child with limited health opportunities, allows often ‘corrected, warn reaktsentiring be and overcompensate very serious problem of child developed, socialization, macro- oh diskompensation.

The choice of writing tools – immediate, but bright, sensori-motor satisfying, satisfictionared component of the more effective, there is for the givens on the efficiency, accuracy, carefully, pattern matching. Finds and interesting effects it makes sense to analyze after the fact, after the child will experience both sensory and subject- activity- compiling unusual way organized Foot letter, the results, felt his new activity- status in the loading area for themselves and get a motivational impulse to self-development, self-organization in this – and other areas of activity.

The transition to more pronounced components of autonomy, selectivity, design in the organization of the child’s activity in this training occurs more often spontaneously, and pedagogical developmental and corrective support is provided with minimal inclusions, only if necessary. Even with the incomplete rightness of the decision, the choice of the student – style, for example, or design, writing in complex versions of written projects, it makes sense to provide a pedagogical pause, for the current self-analysis, then tactfully propose options, adjustments, weighted building intersubject dialog. Of course, aerobatics of the correctional, and in general developing process – when the teacher or the parent consults the child as little as possible during the didactic” quest " – and in the right places is justified but says: “Wow, you!” And” Will you come myself small?”, “How did you guess?”. Or let the child indulge in contemplation, replication, demonstration and discussion of the product of his labor as much as he really needs – and not as much as corresponds to age and disciplinary standards. We often do not know what kind of internal work he is doing at the same time, what conclusions and decisions should come on his personal program.

Together with the children, we establish real difficulties and the origin of imaginary, optimal load and correctional- educational routes along the course of diagnostics and correction, introduce operational adjustments and restructuring components of cooperation.

Separate, categorically important components of targeted cooperation between children and adults is the identification of development resources and areas of priority development, which is often forgotten not only by parents but also by children, but also by pedagogues, considering the inadequacy of functions only in a negative and restrictive way.

Often, by examining the degree to which the student’s achievements and abilities correspond to the training program, it is possible to miss, for example, the signs of verbal sensitivity and verbal intelligence, the poetic nature of the mental frame or perception, the unusual priority area, the technicality of introspection or overcoming difficulties, achievements in the field of personal interests or emotional- volitional regulation.

Together with the student it is not out of place to even try to use such resources in the educational process – even to try to find out. For example, if we ask the schoolchild’s opinion about his problems in teaching, we do not, in the absence of a coherent position, presume, of course, on a necessarily reasoned answer. But often later this child can detect not only the continued understanding of the issue, but also the readiness for a conscious decision, and the unusual approach, and valuable findings. Sometimes the posture and the communicative status of the pupil are changed, and the effectiveness of all educational activity in a fairly short period.

A free, individualized, responsive organization of employment, a willingness to give priority to the positioning of activities, and also to be surprised at the personal discoveries of children allow me to ensure the targeting and positivism in the approach to accompanying children with neurological disorders, including ADHD, and also provides an operational resource for the correction of secondary developmental defects and social discomfort.

Moreover, nowadays there are tendencies towards an orrelating increase in the neuropsychic changes in the children’s population, in accordance with the society’s demand for a highly informational transformation of human vital activity, which determines the direction of the development of the social and educational environment. Children are massively discovering the need for high-voltage multi-channel information employment, and the prospects for their professional implementation also imply a significant change in the standards, structure, content of activities, to which we must apply today and prepare pupils to conform in the future.

Adjusting pedagogical support under temporitmic, style, energy context, there is a verbal environment student, saving time and attend the more tense important, multi-task, the student concentrates on understanding the relatively new and load information for themselves and the easier it is to master the elements comparing the style and structure of more or less conventional con tents that the compared object ‘s not too distanced from each other and from its earned register in organic perfecting – that naturally precedes the effective comparison and analysis.

The tasks, their orientation and the level of complexity are subject to the maximum possible discussion with the student. “You managed to do the task last time with words of increased complexity. Today, will we start with software urine or are you ready to dare?”, ” Just try to see the error in this unfamiliar word, what letter do you think is out of place? Do you have any other unusual task to offer today? “” Here today the senior guys… have hardly completed such an assignment. Do you think it makes sense and we try with you? Help, only if you ask.”

Including coined and motivational guidance of life a child riddles, puzzles, crossword puzzles, another leisure, but enough difficult forms of employment, including verbal content, we support its presentations about the importance of successfully STI in such kinds of praxis, anchoring habits as much as possible on their own perform actions, apply for dosed care only in extreme cases, and track the increase in productivity and self – sufficiency, ensuring sustainable development itself.

The projected resource of self-organization and overcompensation for the development of children with disabilities, thus optimizes the present family, the future of society and devaluates the negative perception itself, the dramatic expectations of all participants in the social and educational dialogue.

It’s not easy, but it improves the quality of life for both children and adults – you have to play honestly.