Psychological and pedagogical support of gifted and talented children with disabilities in general education organizations

Abstract

The article is devoted to topical issues of psychological and pedagogical support of primary school students with disabilities, showing outstanding abilities and talents, in general education organizations of the classical type (not specialized). Theoretical and methodological approaches to the organization of educational activities and a creative environment that contributes to the disclosure of potential are considered; features of pedagogical interaction aimed at creating conditions for the full development of intellectual, creative, and personal qualities of students with disabilities are described. Recommendations are given for the formation of individual educational routes, including psychological support, correctional and developmental work, and support for the socialization of a child in a peer group. Particular attention is paid to the interdisciplinary interaction of teachers, psychologists, and parents, which makes it possible to effectively solve the problems of adaptation and integration of students with special needs in general education organizations. The main blocks of measures for psychological and pedagogical support of talented and gifted children with disabilities are reflected in diagnostic, educational, correctional, psychological support, and additional extracurricular activities. For review and analysis, completed questionnaires of parents of two students were used (with autism spectrum disorder and with disorders of the musculoskeletal system). The work is of interest to researchers, university professors, practical teachers, psychologists, and social educators involved in inclusive education and talent support among primary school students with health and developmental disabilities.