What teaches dysgraphia

Gulshat Gayazova

Anastasia Ankudinova

Rosa Sultanova

Dmitry Rybakov

Elena Rybakova

The book “What teaches dysgraphy” summarizes the research materials of the socio-educational, culturological, philosophical nature of persistent violations of written speech in children, revealing the perspectives and phenomenology of significant processes in this area, their system-activity reference and personal orientation.

What teaches dysgraphia

Authors: RybakovaВ Elena, RybakovВ Dmitry, SultanovaВ Rosa, GayazovaВ Gulshat, AnkudinovaВ Anastasia

© Elena Rybakova, 2018

© Dmitry Rybakov, 2018

© Rosa Sultanova, 2018

© Gulshat Gayazova, 2018

© Anastasia Ankudinova, 2018

ISBNВ 978-5-4490-8881-9

Created with Ridero smart publishing system

Introduction

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

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

However, the rapid increase inВ the complexity ofВ both children suffering from violations ofВ written communication and the individual structure ofВ their discompetencies requires the positioning and development ofВ new concepts, approaches and perspectively significant principles for the development ofВ aВ system ofВ psychological, medical and pedagogical support for children ofВ target groups, adequate toВ their vital and anticipated special educational needs inВ the context ofВ aВ 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 ofВ aВ child with disabilities inВ the development ofВ increased resources ofВ social adaptability, social attractiveness, we have no right toВ 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