The Eco-Psychological Approach in the Psychological Follow-Up Program for Children with Limited Abilities

Irina E. Sokolovskaya, Aleksandr V. Grinenko, Dmitriy V. Miroshkin, Alexey G. Udodov, Eleonora V. Egorova, Ekaterina V. Diatlova

Ekoloji, 2019, Issue 107, Pages: 659-664, Article No: e107083

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Abstract

This article describes the process of psychological and pedagogical follow-up of participants in an inclusive educational environment from the standpoint of the eco-psychological approach. The emphasis is placed on building a special type of interaction with students, directed to ensuring their subjective position in the educational space, taking account of the peculiarities of the environment. The following support strategies have been proposed: developing and formative ones. The developing follow-up strategy is focused on creating conditions that stimulate the child’s attitude with self-analysis towards difficulties. The formative strategy includes the development and implementation of programs for the formation of social skills and skills of constructive behavior in difficult situations.

Keywords

ecological and eco-psychological approach, students with limited abilities, inclusive educational environment, psychological and pedagogical follow-up, adaptation resources

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