Features of Interaction between Preschool Teachers and “Special” Children and their Parents

The article is devoted to the problem of building an effective interaction between preschool teachers and children with special educational needs in the conditions of a preschool educational institution. Preschool educational institutions have been recently faced up with the problem of dealing with...

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Bibliographic Details
Published in:Procedia, social and behavioral sciences social and behavioral sciences, 2016-10, Vol.233, p.459-462
Main Authors: Didenko, Irina A., Frantseva, Elena N.
Format: Article
Language:English
Subjects:
Children with special educational needs
Teacher competence
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Summary:The article is devoted to the problem of building an effective interaction between preschool teachers and children with special educational needs in the conditions of a preschool educational institution. Preschool educational institutions have been recently faced up with the problem of dealing with special objectives such as prevention, correction and compensation issues in the development of “special” children. Teachers, in this case, are searching for individual methods, forms and means of interaction, providing effective assistance to such children. Diversity of professional work of teachers and its specificity make certain demands on the skills of interaction with children with special educational needs. But most of the teachers noted difficulties in building educational activities and organization of interaction with “special” children and their parents.
ISSN:1877-0428
1877-0428
DOI:10.1016/j.sbspro.2016.10.190