Реализация потенциала игры в контексте принципа инклюзии в образовании

БарГУ (Барановичский государственный университет)

Реферат

на тему: «Реализация потенциала игры в контексте принципа инклюзии в образовании»
по дисциплине: «Деловой иностранный язык»
2021
15.00 BYN
Реализация потенциала игры в контексте принципа инклюзии в образовании
Тип работы: Реферат
Дисциплина: Деловой иностранный язык
Работа защищена на оценку "8" без доработок. 
Уникальность свыше 40%. 
Работа оформлена в соответствии с методическими указаниями учебного заведения. 
Количество страниц - 30.

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INTRODUCTION
CHAPTER 1. THEORETICAL FOUNDATIONS OF THE PROCESS OF REALIZING THE POTENTIAL OF THE GAME IN THE CONTEXT OF THE INCLUSION PRINCIPLE IN EDUCATION
1.1 Realization of the potential of the game in the context of the inclusion principle in education as a pedagogical problem
1.2 The essence of the process of realizing the potential of the game in the context of the inclusion principle in education
REFERENCES


INTRODUCTION

The main educational trend in the world is the development of inclusive education. Inclusive education is the process of upbringing in which all children, regardless of their physical, mental, intellectual and other characteristics, are included in the educational process. They study together with their peers in the same premises, where their special educational needs are taken into account and the necessary special support is provided [15].
Based on the study of the literature on the subject of the study, it can be concluded that in the process of implementing inclusive education in the territory of the Republic of Belarus at the moment there are a number of problems: many buildings of educational institutions do not meet the requirements for the organization, conditions for children with special psychophysical development are not fully created; insufficiently prepared teaching staff for the implementation of inclusive education, and that in turn, actualizes the problem of updating educational programs to improve the qualifications of teachers; anxiety of parents for their children with typical development, about a decrease in the results of their development; the difference between the attitude of peers to children with special psychophysical development from their attitude to other students without special features in development. There is a need to overcome the communication barrier between children [17].
Inclusion at the moment is understood as providing equal opportunities to children with typical development and children with special psychophysical development, as well as creating an adaptive educational environment without a barrier of educational institutions [53, p. 11].
Children with special features of psychophysical development, regardless of the specifics of their condition, develop in accordance with the same patterns and sequences as their peers with typical development. The success of children in the inclusive education system directly depends on the degree of severity of impaired functions that have a direct impact on quantitative and qualitative indicators of success [23].


CHAPTER 1. THEORETICAL FOUNDATIONS OF THE PROCESS OF REALIZING THE POTENTIAL OF THE GAME IN THE CONTEXT OF THE INCLUSION PRINCIPLE IN EDUCATION

1.1 Realization of the potential of the game in the context of the inclusion principle in education as a pedagogical problem

For present, the game is considered by researchers as the most important component of the socio-pedagogical system, purposefully used by society to prepare children for later life. The attitude to gaming activity as a means with a powerful educational, training, developing and adapting potential has passed a long test of time. 
Despite the fact that the play activity of preschool children is an urgent pattern at the present time, looking far into the past, it can be noted that a large number of researchers already noted the importance of play for a child. So, even Aristotle emphasized the importance of the correct selection of games in the upbringing of young children: “These games should correspond to the dignity of a free-born person, not to tire the child too much and not to be unbridled. Children's games should imitate future serious studies” [39]. 
Looking into the history of pedagogy, domestic and foreign, we can conclude that there are a huge number of judgments on the theme of play activity, about its importance and the need to use it in the process of educating preschool children. 
The study of the game as a technique and method of teaching is especially important both from the point of view of the organization of continuity between the preschool and primary levels of the educational system. From the standpoint of establishing an adequate proportion between direct and indirect teaching methods.

1.2 The essence of the process of realizing the potential of the game in the context of the inclusion principle in education

First of all, it is necessary to observe the different types of play of a child with an OPFR in an inclusive group and identify difficulties.
Given that children with special psychophysical development have a slowdown in the perception of sensory information, it is necessary to create certain conditions that would improve the perception indicators. In case of visual perception disorders, the work should begin with the perception of color, size, shape, gradually moving on to the recognition of different objects and subject images in conditions of a gradual change in the number of informative signs.
The development of visual perception is facilitated by copying geometric shapes, letters, numbers, objects; drawing by word; finishing object pictures with missing elements, geometric shapes. It is important to teach the analysis of a sample, its purposeful consideration with the identification of essential features, which is facilitated, for example, by comparing two similar, but not identical objects, as well as the transformation of an object by changing some of its features. At the same time, it is necessary to observe the principle of gradual complication of the selected games. Perception of space and spatial relations is one of the most complex forms of perception in its composition. It is based on visual orientation in the objects of the surrounding world, which is genetically the latest [45].
Special attention should be paid to the development of spatial relations, as it is closely related to the formation of constructive thinking. The development of cognitive activity of children with peculiarities of psychophysical development is formed in conditions of defective not only visual, but also auditory perception, which is especially manifested in the underdevelopment of phonemic perception, analysis and synthesis.



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