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Journal articles on the topic 'Defectology and special education'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Mallaev, Dzhafar M., Rumik Sh. Magamdarow, and Svetlana K. Amirowa. "Modern Problems of Defectology: The Basis of special Education and Upbringing of People with Special Needs." ARPHA Proceedings 3 (November 25, 2020): 1589–97. https://doi.org/10.3897/ap.2.e1589.

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Especially relevant today are new approaches to the use of reserves of their stored analyzers for compensatory restructuring of the body to replenish lost or impaired functions, and their further socialization, adaptation, labor rehabilitation and integration into a new society with other realities and guidelines necessary not for living, but for life. Scientific ideas about modern problems of defectology are still relevant for scientists and practitioners in working with abnormal children and require a new revival and understanding at present time in working with children having disabilities

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2

Barroco, Sônia Mari Shima. "Vygotski’s theories on Defectology: contributions to the special education of the 21st century." Educação 41, no. 3 (2018): 374. http://dx.doi.org/10.15448/1981-2582.2018.3.31826.

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This text exposes the pertinence of L. S. Vygotski’s (1896-1934) theoretical-methodological assertions to the Soviet Defectology at its original birth, when our today’s Basic Education universalization did not exist yet, to Special Education of the 21st century, when the right to Education in democratic states is regarded as a means of social and educational inclusion. The author turns out to be revolutionary for subsidizing an integrated vision of the constitution of the human psychic activity, defending the plain possibility of humanization, the formation of cultural building of human specie

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3

Skyer, Michael E. "Vygotskian Perspectives in Deaf Education: An Introduction in Two Movements." American Annals of the Deaf 168, no. 1 (2023): 12–36. http://dx.doi.org/10.1353/aad.2023.a904165.

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Abstract: Vygotsky's (1993) Fundamentals of Defectology is a radical's handbook of deaf and disability studies. Vygotsky's overall research program views disabilities, including deafness, from an integrated biosocial and critical theory standpoint. In two movements, I introduce an American Annals of the Deaf Special Issue on Vygotskian perspectives in deaf education focused mainly on his Defectology volume. Movement One describes Vygotsky's life, research, death, and posthumous impact by situating his deaf pedagogy research as one node in a network of defectological pedology , translated as ap

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Joubert, Roelien, and Ingrid Harrington. "Inclusive Education: Origins, ‘Defectology’, and Kosovo’s Experiences of Inclusive Education." International Journal of Higher Education 9, no. 1 (2019): 52. http://dx.doi.org/10.5430/ijhe.v9n1p52.

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Vygotsky (1993) first identified the theory of ‘Defectology’ to understand and describe children with special and additional needs, but essentially categorized them as ‘defective’ (Bartlett et al., 2004; Thomazet, 2009). It is with Vygotsky’s theory in mind that inclusive education frameworks in Kosovo and Russia are critically examined: whilst they both present similar methods of educating students with additional needs (Bartlett, Power & Blatch, 2004), analysis of these methods against their contrasting socio-political environments, requires careful consideration and attention.

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Kobylchenkо, V., and I. Omelchenko. "THE CONTRIBUTION MADE BY MYKOLA YARMACHENKO INSTITUTE OF SPECIAL EDUCATION AND PSYCHOLOGY OF THE NAES OF UKRAINE TO DEVELOPMENT OF THE THEORY AND PRACTICE OF SPECIAL PSYCHOLOGY." Psychology and Personality, no. 2 (October 9, 2023): 304–17. http://dx.doi.org/10.33989/2226-4078.2023.2.288317.

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The article examines and analyses the contribution made by Mykola Yarmachenko Institute of Special Education and Psychology of the National Academy of Educational Sciences of Ukraine to development of the theory and practice of special psychology. The article highlights that Ukrainian special psychology faces the tasks to reflect methodologically and understand special psychology historical path and current status. Special psychology was an integral part of defectology, was an applied branch of knowledge by its nature and was formed as a multi-disciplinary discipline. After U

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Fapšo, Marek, and Jan Randák. "Defektologie učící? Formování české speciální pedagogiky v letech 1953–1964." Historia scholastica 9, no. 1 (2023): 223–45. http://dx.doi.org/10.15240/tul/006/2023-1-011.

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In 1953, Miloš Sovák, a physician and university teacher, published the theoretical foundations of defectology, a science focused on individuals with physical, mental and sensory disabilities. Some contemporaries consider Sovák’s presentation to be the beginning of modern Czech special education. Sovák treated social relations as the most important component of an actor’s environment in which they find themselves through upbringing and education and in which they sustain themselves. In simple terms: through the work performance in the context of the building of socialism in 1950s Czechoslovaki

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Suprun, Mykola, Daria Suprun, and Irina Martsinovska. "Graborov and Ukrainian special pedagogy." Actual problems of the correctional education (pedagogical sciences). 23 (June 13, 2024): 306–19. https://doi.org/10.32626/2413-2578.2024-23.306-319.

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The article provides a historical-pedagogical analysis of the life path and scientific-pedagogical legacy of the first doctor of pedagogical sciences in oligophrenicpedagogy in the then Soviet Union, Professor Oleksiy Mykolayovych Graborov. The period of the scientist’s activity before the revolution of 1917 is analyzed. His role in the creation of the first auxiliary educational institutions and the training of the first cadres of special education teachers is revealed. These processes arerevealed in the context of the formation of a positive public opinion regarding theeducation of children

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Krotkova, A. V., and N. V. Miklyaeva. "Festival movement as a form of organizing academic and methodological activities of future special education teachers." Science and School, no. 3 (June 28, 2023): 133–44. http://dx.doi.org/10.31862/1819-463x-2023-3-133-144.

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The article considers the festival movement as a form of organization of academic and methodological activity of future special education teachers, sums up the main features and identifies specific features of festivals and contests as a type of cultural events of the Faculty of Defectology of MPSU. As the methods of research methods of a comprehensive approach, implementation of the cultural-historical approach, typological method, functional method, the method of structural analysis are used.

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Magnurova, Mira, Nadezhda Zhiyenbayeva, Zhanna Akhmadieva, and Ainur Moldabayeva. "Features of development and qualitative manifestations of the level of psycho-emotional stability of future defectologists." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 29, 2024): 959–67. http://dx.doi.org/10.54919/physics/56.2024.95gir9.

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Relevance. Inclusive education demands highly skilled professionals capable of aiding individuals with special needs in integrating into society. However, students pursuing these roles often experience reduced psycho-emotional stability and heightened stress levels during their training and early career stages. Purpose. This study aims to identify the causes of psychological disorders among students in inclusive education programs and propose strategies for improvement. Methodology. The research employed general scientific theoretical and empirical methods to analyse various scientific sources

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Potier, Katie R., and Heidi Givens. "Synthesizing Vygotsky's Sociocultural Theory and Deaf Pedagogy Framework Toward Deaf Education Reform: Perspectives From Teachers of the Deaf." American Annals of the Deaf 168, no. 1 (2023): 102–27. http://dx.doi.org/10.1353/aad.2023.a904169.

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Abstract: In U.S. deaf education, disablement results from a normative interpretation of disability in the Individuals With Disabilities Education Act. However, Vygotsky's Fundamentals of Defectology (1993) allows educators to view current deaf education pedagogical practices through a sociocultural-constructivist lens and reject the current remedial special education model. We explore our experience as teachers of the deaf to analyze the current state of deaf education, synthesizing two core areas of Vygotskian research—sociocultural theory and deaf pedagogy—and applying them within a framewo

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Sheremet, Mariia, and Zhanna Kovalchuk. "THE EVOLUTION OF SPECIAL EDUCATION IN UKRAINE AS A SEPARATE SCIENTIFIC AREA IN THE 1940-1960'S." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 169–77. http://dx.doi.org/10.51706/2707-3076-2019-1-18.

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The purpose of the article is to analyze the main directions for the development of the theoretical foundations of special education and speech therapy in Ukraine during the 1940–1960's in the light of the decisions made by the pro-government bodies of the Ukrainian SSR. The article focuses on the need for critical analysis of the historical and pedagogical conditions for the development of speech therapy as a science in Ukraine as a definite experience for creative reflection in the course of modernization of special education in the current socio-economic, socio-political and cultural situat

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Liapina, O. "TRAINING OF SPECIALISTS FOR WORKING WITH SPECIAL CHILDREN AT THE KYIV INSTITUTE OF PEOPLE'S EDUCATION (1920–1930)." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 146 (2020): 34–39. http://dx.doi.org/10.17721/1728-2640.2020.146.6.

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This paper is devoted to the history of special pedagogy formation at the Kyiv Institute of People's Education. It reconstructs the initial stage of this process, namely the establishment of the medical and pedagogical faculty in 1920, and determines the features of its functioning, staffing, and reasons for structural transformations during 1921–1924. It proves that educational programs for the training of Ukrainian special education teachers were created and successfully implemented in a fairly short period of time, as well as that the interaction with city specialized children's institution

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Tishina, Liudmila Aleksandrovna, Aleksandra Mikhailovna Danilova, Elena Vladimirovna Podvalnaya, and Anna Vasilevna Lebedeva. "Integration of school and university resources for preparing future defectologists." Педагогика и просвещение, no. 2 (February 2021): 175–92. http://dx.doi.org/10.7256/2454-0676.2021.2.35486.

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This article contains theoretical and practical material dedicated to one of the most pressing issues of higher special (defectological) education &ndash; the quality of preparation of young specialists for working in schools with impaired children, which defines the subject of this research. The author examines the practice-oriented approach towards university education of students majoring in defectology as one of the ways to improve the quality of professional training, which implies the expansion of cooperation of higher education institutions with public education organizations, integ

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Kreitsberga, Karina Andrisovna. "Formation of the Leningrad Institute of Pedology and Defectology in the 20s of the XX century." Genesis: исторические исследования, no. 7 (July 2022): 73–81. http://dx.doi.org/10.25136/2409-868x.2022.7.38526.

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The subject of the study is the historical aspect of the formation of the Institute of Pedology and Defectology. The object of the study are the archival materials of the Central State Administration of St. Petersburg, the Central State Educational Institution of St. Petersburg, the GARF (resolutions, minutes of meetings, reports, circulars, notes and other documents of the Psychoneurological Academy, the Petrograd Pedological Institute, the Institute of Preschool Education, the Petrograd Pedagogical Institute of Social Education of Normal and Defective Children, and, directly, the Institute o

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Zakrepina, Alla V., Elena A. Shilova, and Elena A. Strebeleva. "The Study into Theoretical and Methodological Readiness of Defectology Students to Pursue Master Degree Programmes." Integration of Education 25, no. 1 (2021): 159–79. http://dx.doi.org/10.15507/1991-9468.102.025.202101.159-179.

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Introduction.Training a competitive specialist at the level of a master program is an important educational goal. The problem of the continuity of educational levels as a condition for the quality of graduate training is debatable, because the focus of such discussions is often around the methodological components of the educational program, rather than the conceptual guidelines for professional growth. The aim of the research was to study the level of studentsʼ readiness to follow master degree programs in the field of special (defectological) education. Materials and Methods. The research co

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Willicheva, Kristina, and Wyatte C. Hall. "From Vicious Circles to Virtuous Cycles: Vygotskian-Inspired Conclusions for Biomedicine and Deaf Education." American Annals of the Deaf 168, no. 1 (2023): 162–76. http://dx.doi.org/10.1353/aad.2023.a904171.

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Abstract: In this concluding article of an American Annals of the Deaf Special Issue, we draw on Vygotsky's Fundamentals of Defectology to argue that the essence of deaf pedagogy is not centered on constructing deaf students' hearing abilities but on a biosocial orientation that considers the whole multimodal child with unfettered access to natural signed languages. In alignment with this biosocial view, we recognize and resist the overarching influence of biomedical professionals and systems on deaf education. Such biomedical influence comes with convenient detachment from accountability in e

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17

Byford, Andy. "Lechebnaia pedagogika: The Concept and Practice of Therapy in Russian Defectology, c. 1880–1936." Medical History 62, no. 1 (2017): 67–90. http://dx.doi.org/10.1017/mdh.2017.76.

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Therapy is not simply a domain or form of medical practice, but also a metaphor for and a performance of medicine, of its functions and status, of its distinctive mode of action upon the world. This article examines medical treatment or therapy (in Russianlechenie), as concept and practice, in what came to be known in Russia as defectology (defektologiia) – the discipline and occupation concerned with the study and care of children with developmental pathologies, disabilities and special needs. Defectology formed an impure, occupationally ambiguous, therapeutic field, which emerged between dif

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Dolinchuk, Iryna. "The preparation of speech therapy teachers following the master’s degree program in the zhytomyr state university named after Ivan Franko." Actual problems of the correctional education (pedagogical sciences). 24 (December 30, 2024): 70–84. https://doi.org/10.32626/2413-2578.2024-24.70-84.

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Formation of special education is a hard process, which reaches it’s root from the epoch of antiquity to this day. Reforms in educational space, the aftermaths of war and growth of the amount of individuals with speech disorders, require competent speech therapists, ready to effectively implement acquired knowledge and skill in practical activity with kids and adults. The speech therapy education was developed within defectology for a long time, therefore, at first, the training was carried out specifically for defectologists, in particular, higher defectology education in Ukraine is connected

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Tyurina, Nadya, and Olga Sokolova. "Training manuals focused on people with visual impairments for students of defectology." ARPHA Proceedings 4 (May 31, 2021): 1018–28. https://doi.org/10.3897/ap.e4.e1018.

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This article examines the possibility of using paintings that reflect the image of a blind person as educational content for the training of teachers of special and inclusive school. Foreign research, as well as sociological, cultural and historical analysis of literary sources and content analysis of thematic works of painting and graphics allow us to admit the possibility and significance of using this approach in the educational process. Most of the visual arts depicting the blind reflect the current attitude of society towards them and can influence society, creating both positive and nega

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Matvienko, E. V., T. A. Savelyeva, and A. S. Yarovaya. "The speech therapy system for the formation of the phonemic processes of the junior pupils in the conditions of inclusion: the experience of teaching the students of the specialty of defectology." SHS Web of Conferences 113 (2021): 00065. http://dx.doi.org/10.1051/shsconf/202111300065.

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The article presents a detailed description of one of the areas of teaching the students of defectology receiving higher education - the study of the correctional technologies. The implementation of this direction plays an important role in the professional formation of the future specialists, as it contributes to the formation of students’ general and special competences and the abilities to interact in the actual educational process. The presented system of the work aimed at the formation of the prerequisites for the formation of the processes of writing and reading of junior pupils, tested

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Kozlova, K. M. "Subject Matter of Special Teacher (Defectology) Specialists’ Training in the AAC Field in Russia and Abroad." Autism and Developmental Disorders 23, no. 1 (2025): 5–12. https://doi.org/10.17759/autdd.2025230101.

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<p style="text-align: justify;"><strong>Objectives. </strong>With the adoption of the teacher-defectologist occupational standard in Russia, it has become increasingly relevant to define the subject matter of professional training in the field of alternative and augmentative communication (AAC). This study analyzes the content of higher professional education programs for defectology specialists in the AAC field in Russia and abroad and identifies key characteristics.</p> <p style="text-align: justify;"><strong>Methods.&nbsp;</strong>A content anal

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Artemova, E. E., T. A. Basilova, Yu E. Kurtanova, T. A. Meshkova, and A. M. Shcherbakova. "History and prospects for the development of special psychology: on the 100th anniversary of the birth of V.I. Lubovsky." Клиническая и специальная психология 13, no. 1 (2024): 176–92. http://dx.doi.org/10.17759/cpse.2024130111.

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<p>The article presents a historical overview of the formation of special psychology as a special direction of psychological science, in which Vladimir I. Lubovsky played a key role. V.I. Lubovsky headed for a long time at the Research Institute of Defectology and became the organizer and first head of the Department of Special Psychology at Moscow State University of Psychology and Education. The article describes the stages of development of the department, changes in the teaching staff, changes in various educational programs and areas implemented as part of the training of specialist

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Samsonova, E. V., Yu A. Bystrova, A. Yu Shemanov, and L. M. Prokopyeva. "A Study of the Subjective Assessment of the Readiness and Ability of Students and Working Tutors for Tutor Support in the Context of Inclusive Education." Psychological-Educational Studies 15, no. 4 (2023): 43–61. http://dx.doi.org/10.17759/psyedu.2023150403.

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<p>The article analyzes the subjective assessment of the readiness and ability to implement inclusive practices with tutor support for students with disabilities in conditions of inclusion among students of the defectology, psychological and pedagogical and social fields of training, with experience working as tutors. We developed a subjective assessment model based on competency and activity approaches that includes 4 questionnaires: the attitude towards inclusion, the intention to implement inclusive practices, the reflection of difficulties and self-efficacy in implementing inclusive

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Chanturia, Rusudan. "Inclusion of Students with Disabilities: Comparative Perspectives of Special and Regular Teachers in Georgia." International Journal of Special Education (IJSE) 38, no. 2 (2023): 124–37. http://dx.doi.org/10.52291/ijse.2023.38.28.

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Within a global debate around inclusion, there is a shared understanding that teachers’ attitudes are decisive in making inclusive education a reality. Research examining teachers’ attitudes in Georgia towards inclusion is scarce. This paper utilizes an explanatory sequential mixed methods design to examine teachers' attitudes toward inclusion, uncovering their predictors and highlighting the persistent influence of the Soviet legacy of 'defectology' on disability perceptions. Drawing on data obtained from 811 regular and special education teachers of 308 public schools, the study contributes

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Costas, Fabiane Adela Tonetto, and Bento Selau. "On Fundamentos de defectología and the development of Special Education teachers in Brazil." Educação 41, no. 3 (2018): 401. http://dx.doi.org/10.15448/1981-2582.2018.3.31865.

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This text aimed at confirming whether the book Fundamentos de defectología (VYGOTSKI, 1997) constitutes the official documents that compose the National Policy on Special Education from the Perspective of Inclusive Education, issued by SECADI/MEC/Brazil. A search was conducted on its official didactic materials but this book was not found. A new search revealed that it was used as a reference to post-graduate final projects (three Master’s thesis and a doctoral dissertation), to Research Groups n. 15 – Special Education – and n. 20 – Psychology of Education – at ANPEd (a research and three dis

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Hausstatter, Rune. "An Essay on Reimagining Special Education: from negative dependency to positive individuality." European Journal of Inclusive Education 3, no. 2 (2025): 293–304. https://doi.org/10.7146/ejie.v3i2.144379.

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This Essay is concerned with two topics in the use of special education in general educational settings. The first focus to be discussed is the claim that there is a dependency between the development of general education and the use of special education. The historical development and practice of general education is highly dependent on a system of homogenisation and special education has played a crucial role to support this development – creating a dependency between the two fields. Historically education was offered a few, and marginalization and exclusion from education was not a problem

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Kabulova, Zukhra. "The Formation and Teaching Methods of Educational Institutions for Visually Impaired Children in Uzbekistan (1925–1990)." Frontline Social Sciences and History Journal 5, no. 5 (2025): 31–36. https://doi.org/10.37547/social-fsshj-05-05-06.

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This article offers a comprehensive historical analysis of the formation and evolution of educational institutions for visually impaired children in Soviet Uzbekistan during the period from 1925 to 1990. It investigates how the Soviet state’s ideological commitment to social equality and labor participation shaped the development of specialized educational structures for blind children in the Uzbek Soviet Socialist Republic (Uzbek SSR). Drawing on unpublished archival materials, official Soviet educational directives, and contemporaneous pedagogical publications, the study reconstructs the fou

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Yulchibayevna, Nartayeva Shahnoza. "Scientific and Theoretical Foundations of The Differential Approach to Enhancing Auditory and Speech Activity in Children with Cochlear Implants." European International Journal of Pedagogics 5, no. 4 (2025): 71–75. https://doi.org/10.55640/eijp-05-04-17.

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This article analyzes the scientific and theoretical foundations of a differential approach aimed at enhancing auditory and speech activity in children with cochlear implants. Although the technology of cochlear implantation has been scientifically proven to positively influence the speech development of children with hearing impairments, the necessity for a special pedagogical approach that considers each child’s individual characteristics remains a pressing issue. The study examines methodologies for increasing auditory and speech activity in children with cochlear implants based on the prin

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Бекирова, М. И. "Stages of preparation of future teachers-defectologists for professional activities." Higher education today, no. 11-12 (December 29, 2021): 104–7. http://dx.doi.org/10.18137/rnu.het.21.11-12.p.102.

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Рассматривается проблема подготовки будущих учителей-дефектологов к профессиональной деятельности в процессе обучения в высшем учебном заведении. Подготовка специалистов представлена как взаимосвязанный процесс, включающий определенные этапы (мотивационный, деятельностный, рефлексивный), соблюдение последовательности которых позволит повысить уровень подготовленности обучающихся к профессиональной деятельности. Проблема рассматривается на примере направления подготовки 44.03.03 Специальное (дефектологическое) образование, профиль «Олигофренопедагогика», программы авторского специального курса.

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Afanasyeva, Yulia A., Elena G. Gravitskaya, Galina V. Paramonova, Olga I. Gromova, and Sholpan A. Bulekbayeva. "Training of special teachers to use the resources of Moscow E-School." SHS Web of Conferences 98 (2021): 05017. http://dx.doi.org/10.1051/shsconf/20219805017.

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This article discusses the issues of training special teachers for using modern digital educational technologies, in particular innovation resources of Moscow E-School (MES). The aim of this work is in development of technology of specialists’ training, capable to work with the resources of MES, in the frames of higher education. The following research methods were applied: surveying students, expert appraisal of students by teachers, aiming at formed skills and habits to work in MES environment. The obtained experimental results evidence that in the frames of higher education, the proposed te

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Гарёва, Т. А. "Ретроспективный анализ профессиональной подготовки студентов-дефектологов в России и за рубежом". Modern Humanities Success, № 12 (20 грудня 2024): 190–202. https://doi.org/10.58224/2618-7175-2024-12-190-202.

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цель статьи – анализ этапов становления профессиональной подготовки студентов-дефектологов в России и за рубежом в процессе проведения углубленного исторического анализа. В статье обобщены основные этапы развития специального образования в России и за рубежом (Н.Н. Малофеев); представлен опыт изучения истории отраслей специальной педагогики (олигофренопедагогики, логопедии, сурдопедагогики, тифлопедагогики) (Д.И. Азбукин, Е.В. Кулакова, Е.А. Лапп, Р.Е. Левина, Е.М. Мастюкова, Н.М. Назарова, М.И. Никитина, Ф.М. Новик, О.Г. Приходько, Е.Г. Речицкая, В.И. Селиверстов, И.М. Яковлева и др.); продем

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Burlakova, Sofia. "FUNDAMENTALS OF CORRECTIONAL WORK WITH SCHOOL-AGED CHILDREN WITH MENTAL DISABILITIES." Child in a Digital World 1, no. 1 (2023): 77. http://dx.doi.org/10.61365/forum.2023.060.

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The scientifi c work describes the main theoretical provisions that were used in the study and provision of psychological and pedagogical assistance to children with intellectual disabilities. The main stages of building effective interaction with children with intellectual disabilities in the process of learning and development are highlighted. The continuous care of children with special developmental needs plays the most important role in the system of special education. The relevance of the chosen topic consists in that nowadays it is necessary to organize special conditions of socio-pedag

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Васильева, Н. Н. "Мотивационная структура педагогической деятельности в сфере психолого-педагогического сопровождения детей с ОВЗ". Higher education today, № 8 (21 листопада 2022): 79–84. http://dx.doi.org/10.18137/rnu.het.22.08.p.077.

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Рассматривается проблема профессиональной мотивации педагогов, осуществляющих психолого-педагогическое сопровождение детей с ограниченными возможностями здоровья (далее – ОВЗ). Представлены результаты эмпирического исследования, направленного на выявление и описание структуры профессиональной мотивации педагогов, реализующих образовательные и коррекционно-развивающие программы в условиях специальных и инклюзивных форм образования детей с ОВЗ. Описаны актуальные потребности и ведущие мотивы, определяющие направленность профессионального поведения и профессионального развития педагогов в сфере п

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CHEPURNA, Liudmyla, Svitlana FEDORENKO, Yevheniya KUZMINSKA, et al. "The Creation and Development of Textbooks for Children with Cognitive Development Disorders." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 11, no. 3 (2020): 147–63. https://doi.org/10.18662/brain/11.3/115.

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The implementation of reforms in education for children withcognitive development disorders requires that the historical aspect of theeducational process should be reconsidered and scientifically justified, aswell as the accomplishments of Ukrainian defectology should be creativelyused. The relevance of the research lies in the need to overcome thefragmentarity of historical and pedagogical knowledge about the creationand development of textbooks for children with cognitive developmentdisorders in Ukraine to justify and determine its characteristics and rolesin modern correctional pedagogy. Th

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Selivanova, Julia V., and Veronika O. Skvortsova. "Special Education and Socio-Cultural Integration – 2022: Traditions and Innovations (results of the scientific forum)." Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology 12, no. 1 (45) (2023): 93–98. http://dx.doi.org/10.18500/2304-9790-2023-12-1-93-98.

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The article presents the information about the international scientific and practical conference “Special Education and Socio-Cultural Integration – 2022: Traditions and Innovations” that was held on 14–15 October 2022. The conference continues the tradition of annual scientific and practical conferences devoted to the problems of special (defectologic) education, to the formation of a unified scientific, educational and information space in the field of correctional (special) pedagogy and psychology, and to providing a comprehensive medical, social, psychological and pedagogical approach to t

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Nazarov, Mikhail V. "Promoting Information Products and Services in Special Libraries for the Blind." Bibliotekovedenie [Russian Journal of Library Science] 70, no. 3 (2021): 266–77. http://dx.doi.org/10.25281/0869-608x-2021-70-3-266-277.

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Special libraries for the blind have become the unique information and cultural centres, key organizations in the formation of the inclusive society in Russia. Their activities are carried out within the framework of the inclusive paradigm, which assumes that a person with any needs can be included in public relations. New areas of interaction with users are being developed: diversity of special and inclusive programs and projects are being implemented, and innovative services are being introduced. Libraries act as focal points for working with blind people and users with other categories of d

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Koryakina, Tatiana G., Suola N. Arkhipova, and Evdokia A. Neustroeva. "Practical training of future teachers as prevention of psychological barriers in inclusive education." Perspectives of Science and Education 68, no. 2 (2024): 372–88. http://dx.doi.org/10.32744/pse.2024.2.23.

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Introduction. Currently, international organizations pay special attention to the development of inclusive education system, which, taking into account the special educational needs of everyone, provides quality education at the place of residence and full socialization of people with disabilities. Inclusiveness has become one of the main components of the modern educational system, but at the moment there is a problem of occurrence of psychological barriers in teachers, which is poorly studied and requires detailed research. The aim of the article is to consider the problem of preventing the

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Bazhukova, Oksana A., Dzhafar M. Mallaev, and Olga. G. Boldinova. "Criteria for Teachers' Professional Competence in Design of Inclusive Education." ARPHA Proceedings 3 (November 25, 2020): 199–206. https://doi.org/10.3897/ap.2.e0199.

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Education of children with disabilities in educational institutions instead of schools for exceptional children or remedial classes is a new and promising approach to the educational process in Russian pedagogy. The study allows us to conclude as follows: 1. The readiness of future teachers to work in the context of inclusive education should be a conscious and stable personality characteristic, which is a significant criterion in teaching the children with disabilities and is determined by the focus on the implementation of the principles of inclusion in professional activities. 2. The struct

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Vacheyan, Larisa А., and Lyubov V. Zavertkina. "On the issue of the formation of pedagogues-defectologists’ professional qualities in the conditions of distance learning." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (2022): 251–56. http://dx.doi.org/10.34216/2073-1426-2021-27-4-251-256.

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The article presents the characteristics of the distance learning as the modern version of teaching students of a pedagogic university; we list the main distance educational technologies; we reveal the essence and features of using e-learning environment "IOS Moodle" and learning management system “Mirapolis LMS”; we analyse the possibilities provided by “Mirapolis LMS”. It is indicated that professional pedagogic competency is by a number of authors considered to be a community of theoretical and practical readiness of students to implement pedagogic activities. The essential characteristics

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Idika, Delight Omoji. "Can There Be Equality And Inclusion In A Deprived Learning Environment? The Power Of Educational History And A Rethink Of Dr. B. R Ambedkar’s Envisionment For Nigeria’s Education System." Shodh Sari-An International Multidisciplinary Journal 02, no. 03 (2023): 03–25. http://dx.doi.org/10.59231/sari7589.

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The major part of this research is a historiographical type of qualitative or narrative study, aimed at linking the good works of Dr Ambedkar to the ingredients that make for success in today’s society. In order to achieve this purpose, the study engaged a systematic review of both primary and secondary data with a view to critically appraise and summarize as well as to reconcile the evidence involved with the preset research. The anchor theories were Vygotsky’s Defectology theory (1993) and Deprivation theory of Gurr (1970) which both formed the foundation on which the operating concepts of e

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Liudmyla, CHEPURNA, BONDARENKO Yuliia, LISOVETS Oleg, KUZAVA Iryna, ODYNCHENKO Larysa, and DEHTIARENKO Tetiana. "Prerequisites for Creating Textbooks for Auxiliary Schools: Correctional Psychopedagogy for Children with Intellectual Disabilities." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 2 (2025): 78–97. https://doi.org/10.18662/brain/12.2/193.

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The history of the use of school textbooks as a special teaching tool dates back more than two centuries. Throughout its existence, the textbook has played a significant role in teaching students. It records the amount of knowledge, skills and abilities to be acquired in the learning process. The textbook is a special didactic object, which is both a carrier of the content of education, forms of recording its various elements and a project of the educational process. It implements the substantive and procedural aspects of learning in their organic unity,

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Замиралова, О. В. "Особенности влияния затяжного стресса на профессиональное становление студентов-дефектологов". International Journal of Medicine and Psychology 7, № 8 (2024): 117–23. https://doi.org/10.58224/2658-3313-2024-7-8-117-123.

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статья посвящена изучению влияния затяжного стресса на профессиональное становление студентов-дефектологов в условиях нестабильной социальной и политической обстановки. Исследование охватывает аспекты психологической устойчивости и профессиональной мотивации, раскрывая их взаимосвязь. В выборку вошли 124 студента направления "Специальное (дефектологическое) образование". Использованы методики оценки стрессоустойчивости (опросник Е.В. Распопина) и профессиональной мотивации (адаптация Н.П. Фетискина).Результаты исследования показывают, что лишь 10,4% студентов обладают высоким уровнем стрессоус

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Druzhinina, Lilia A., Larisa B. Osipova, Vitaly S. Tsilitsky, and Lyubov M. Lapshina. "Professional readiness of pedagogical university students for psychological and pedagogical support of young children with disabilities." Perspectives of Science and Education 67, no. 1 (2024): 420–40. http://dx.doi.org/10.32744/pse.2024.1.23.

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Introduction. Currently, issues of early assistance to children with disabilities are widely discussed as an important condition for their socialization and integration into the educational and social space. The education system needs qualified specialists to ensure the effectiveness of psychological and pedagogical support for children with disabilities at an early age. A pedagogical university has great potential in the field of training such specialists. However, at the moment there is a certain imbalance between the requirements of practice for solving various complex professional problems

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Agavelyan, Ruben Oganesovich, Olga Urjevna Piskun, and Galina Sergeyevna Chesnokova. "Fostering Culture of Creative Self-Actualization of Students with Disabilities and People with Disabilities in the Educational spaces of the Pedagogical University." Siberian Pedagogical Journal, no. 6 (December 16, 2024): 21–30. https://doi.org/10.15293/1813-4718.2406.02.

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Fostering a culture of interpersonal relations is an important task of forming a worldview among students, especially for students of a pedagogical university who receive education to work with children with special educational needs, future speech pathologists and students with disabilities and people with disabilities. Based on the five-step structure of the psychological essence of education, where attitude and creativity are added to traditional knowledge, skills and abilities, the authors present the Model for the educational environment, covering and developing adequate attitudes among f

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Bodenova, Olga Viktorovna, and Lyudmila Pavlovna Vlasova. "Features of Adaptation of Non-Resident Students to the University Learning Environment." Development of education, no. 4 (10) (December 20, 2020): 53–58. http://dx.doi.org/10.31483/r-96296.

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The article is devoted to the overview of one of the most current problems that arise in the process of supporting the adaptation of students. The paper reveals the content of the adaptation process, its content and procedural characteristics, describes the types and stages, and directions of diagnostics. The aim of the work is to identify the features of adaptation in first-year students, including the description of the specifics of difficulties of non-resident students’ adaption. The study was conducted at the Institute of Pedagogy and Psychology “Petrozavodsk State University” with first-y

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Vik, Stine, and Hege Merete Somby. "Defectology and inclusion." Problemy Wczesnej Edukacji 42, no. 3 (2018): 94–102. http://dx.doi.org/10.26881/pwe.2018.42.10.

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In this article we claimed that the conception and rhetoric Vygotsky questioned in his works on Defectology still are relevant today in the age of inclusive education. The educational system in several western countries is built upon the strategy of reducing the gap between what the “normal” child can do and the expectations of the disabled child’s competence and skills. The educational system is constructed to handle the “normal” child, and will make adjustments for the disabled child in relations to what the “normal” child is capable of. This is in conflict with the ideology of inclusive edu

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Grigorenko, Elena L. "Russian “Defectology”." Journal of Learning Disabilities 31, no. 2 (1998): 193–207. http://dx.doi.org/10.1177/002221949803100210.

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Lee, Jae-Ho, and Dae-Ho Park. "Defect and Compensation: An Inquiry of Methodological Principles for a Moral Instructional Activity Based on L. S. Vygotsky’s Theory." Korean Journal of Teacher Education 39, no. 5 (2023): 119–34. http://dx.doi.org/10.14333/kjte.2023.39.5.06.

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Purpose: The purpose of this study is to present methodological principles for moral instructional activity based on L. S. Vygotsky’s theory. Methods: By analyzing the literature on Vygotsky’s developmental theory, it revealed its educational significance and its intrinsic relationship with moral instructional activity. Moreover, paying attention to Vygotsky’s defectology, which has not received much attention to-date, assisted in the exploration of the methodological principles of instructional activity. Results: According to the study, Vygotsky’s defectology became an important b

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Henschel, Frank. "The Embodiment of Deviance: The Biopolitics of the “Difficult Child” in Socialist Czechoslovakia." East European Politics and Societies: and Cultures 34, no. 4 (2020): 837–57. http://dx.doi.org/10.1177/0888325419890126.

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This article belongs to the special cluster, “Family, Gender and (dis)Abled Bodies after 1953”, guest-edited by Maike Lehmann and Alexandra Oberländer. In this article, I examine the academic discourses and socio-educational practices in post-war socialist Czechoslovakia concerning children who were considered “behaviorally difficult,” and I analyze those discourses and practices as elements of biopolitics and governmentality. I concentrate on the diagnostic conceptualizations introduced into the psycho-medical discourse of the 1950s and 1960s by what was called “defectology.” Czechoslovak def

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Lee, Jae-Ho. "Implications of Defectology of L. S. Vygotsky for Moral Education." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 45 (2014): 299–318. http://dx.doi.org/10.17282/ethics.2014..45.299.

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