Educational Needs

"... Educational needs - the scale, nature and degree of interest in certain educational services on the part of society as a whole, territorial communities, enterprises, institutions and organizations, individuals and their associations ..."

Source:

"MODEL LAW ON ADULTS EDUCATION"

Official terminology. Akademik.ru. 2012 .

See what "Educational Needs" is in other dictionaries:

Educational Needs- the need to master the knowledge, skills, abilities and qualities provided by the predictive model of competence, which the student needs to master in order to solve vital problems ... Glossary of terms on general and social pedagogy

SPECIAL EDUCATIONAL NEEDS- additional educational activities or support needed by children and adolescents with physical or mental disabilities, as well as those children who could not complete school for any reason ...

EDUCATIONAL SERVICES- a set of purposefully created and offered opportunities for acquiring knowledge and skills in order to meet educational needs. According to their goals and content, educational services are divided into professional ... ... Professional education. Dictionary

Children with special educational needs- A new, not yet established term; arises, as a rule, in all countries of the world during the transition from a unitary society to an open civil society, when society realizes the need to reflect in the language a new understanding of the rights of children with disabilities in ... ...

Russian State Pedagogical University named after A. I. Herzen- Coordinates: 59°56′02″ s. sh. 30°19′10″ in. d ... Wikipedia

Ten main provisions of the new law on education- The new law on education in the Russian Federation comes into force on September 1. It will replace the two basic laws On Education (1992) and On Higher and Postgraduate Vocational Education (1996). Work on the draft law began in 2009, and that's all ... ... Encyclopedia of Newsmakers

Inclusive education- Inclusive (French inclusif - including, from Latin include - I conclude, include) or included education - a term used to describe the process of teaching children with special needs in general education ... ... Encyclopedia of Newsmakers

Non-profit scientific and educational institution. Part of the Eidos Group of Companies. Address of the Institute 125009, Russia, Moscow, st. Tverskaya, d. 9, p. 7. Director of the Institute, Doctor of Pedagogical Sciences, Corresponding Member of the Russian Academy ... ... Wikipedia

Jackson (Mississippi)- This term has other meanings, see Jackson. City of Jackson Jackson Flag ... Wikipedia

Special psychology- a field of developmental psychology that studies the problems of the development of people with physical and mental disabilities that determine their need for special conditions for training and education. Formation of S. p. took place within the framework of defectology. ... ... Pedagogical terminological dictionary

Books

• Organization of a developing correctional educational process with preschoolers with special educational needs. Federal State Educational Standard, Kiryushina A.N. The book presents the experience of creating special socio-pedagogical conditions for the development and upbringing of a child in a preschool institution of a compensatory type. The authors describe in detail ... Buy for 503 rubles
• Teaching literacy to preschool children. Partial program. GEF, Nishcheva Natalia Valentinovna. In accordance with the Federal State Educational Standard, preschool educational organizations, when compiling the main educational program, can use, in addition to the exemplary educational program, preschool ...

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This article discusses the relationship between the development of an innovative model of education and the educational needs of society. Based on the analysis and generalization of the data contained in the studies, the author, along with the concept of "need", reveals the content of the concept "educational need" from the point of view of sociology. A list of urgent educational needs has been formulated that characterize the innovative model of education, in particular, distance education. The conditions for the formation of educational needs in a qualitatively new educational environment are determined. On the basis of establishing the relationship between the development of an innovative educational environment and educational needs, two groups of the latter are distinguished: strategic and tactical. It is concluded that, firstly, the social aspect of managing the modern model of education must be revealed through the development of educational needs in it; secondly, for a traditional society, the educational need acts as a factor in including a person in the sociocultural environment, forming his sociality, and for an information society, it is a means of individualizing a person, a factor in the formation of his freedom.

need

educational need

educational environment

innovative model of education

1. Abercrombie N. Sociological Dictionary / N. Abercrombie, B.S. Turner, S. Hill. - M .: "Economics", 2004. - S. 487.

2. Bell D. Social framework of the information society // New technocratic wave in the West. - M.: Progress, 1986. - S. 330 - 342.

3. Dizard W. The onset of the information age // New technocratic wave in the West. - M.: Progress, 1986. - S. 343 - 354.

4. Durkheim E. Sociology of Education / E. Durkheim. – M.: Kanon, 1996. – 217 p.

5. Zborovsky G.E. General sociology / G.E. Zborowski. - M., 2004. - 503 p.

6. Zdravomyslov A.G. Needs. Interests. Values ​​/ A.G. Zdravomyslov. - M.: Politizdat, 1986. - 24 p.

7. Smelzer N. Sociology / N. Smelzer. - M.: Phoenix, 1994. - 688 p.

8. Teitelman N.B. Educational needs of students of non-state universities: dissertation…. cand. sociological Sciences: 22.00.06 / Nikolai Borisovich Teitelman. - Yekaterinburg, 2004. - P. 42.

9. Scheler M. Forms of knowledge and society // Sociological journal. - 1996. - No. 1. - P. 138.

10. Merton R. Social Theory and Social Structure / R. Merton. - N.Y., 1957. - P. 456.

The mechanisms of the developing market economy in the information society of Russia in the last 5 - 10 years have contributed to the rapid growth of the need to get education at a qualitatively new and convenient level for the consumer.

The need for education is one of basic concepts, which interprets the features of the functioning of the educational sphere. It is used as an important component of interdisciplinary research in the field of sociology, psychology, pedagogy, marketing, economics, etc. The essential side of the concept can be revealed in the context of the analysis of its generic category "need", which is quite well-established in science.

Purpose of the study: to substantiate that the functioning and development of an innovative educational environment is based on an educational need that affects the formation of educational interests, value orientations, motives, goals, thus determining the features of a new modern demanded model of education.

Research methods: theoretical analysis and generalization of literary sources and documents, including textual, graphic, audio, video and other materials in the global computer network Internet, comparison of the conclusions obtained as a result of understanding the special literature on the research problem.

Speaking about the content of the concept "need", it can be considered as a certain need of the subject in a certain set of internal and external conditions of his being, arising from his essential properties. In this capacity, the need acts as a cause of activity. A need is a person's motivation for activity, it expresses the dependence of activity on the outside world.

Within the framework of sociological science, the social needs of people are studied: the need for communication, self-preservation, self-affirmation, self-development, self-expression. Psychological sciences consider needs as a source of activity, the root cause of the behavior of an individual or a social group. Sociological and psychological approaches to the problem of needs are aimed at studying its various aspects and exist in close relationship with each other. All these approaches are characterized by the consideration of need as a state of need in some subject necessary for the subject. That is why the need acts as a cause and source of activity.

Needs can be differentiated into their subspecies. Allocate primary and secondary, material and spiritual needs. Among them, of course, there are also educational needs or educational needs. They are based on the need for knowledge, which is the object of not only educational, but also a whole range of spiritual needs. Thus, R. Merton believed that the concept of "knowledge" should be interpreted in a sociological context extremely broadly, as including "practically the entire gamut of cultural products" .

In this regard, educational needs can be divided into the need for scientific knowledge and knowledge of the ordinary, everyday. These needs are met in a variety of ways. If the former are implemented within the framework of formal education (in the institutions of its system), then the latter - in the context of non-formal education, in the course of interpersonal interaction of a person with his immediate environment, in the process of socialization under the influence of the complex social factors: families, education, culture, state, religion, etc.

In the works of the founder of sociological knowledge, M. Scheler, knowledge of the “higher kind” can be classified: as knowledge for the sake of domination, or active knowledge of the positive sciences; knowledge for the sake of education, or educational knowledge of philosophy; knowledge for the sake of salvation, or religious knowledge. The types of knowledge identified by him differ among themselves in forms, motivation, cognitive acts, goals of cognition, exemplary types of personalities, forms of historical movement. According to the content characteristics of knowledge, one can accordingly distinguish groups of knowledge needs (Fig. 1).

In addition, a necessary element of the educational need is the need of the individual in the organization educational space, which includes conditions of an objective nature - place, time, choice and use of specific educational institutions, and conditions of a subjective nature based on non-formal education, primarily self-education. If the external educational space is regulated by the formal rules of the educational institution and the law, then the internal one is regulated by motivational, dispositional mechanisms, as well as the mechanism of memory.

The basis of the functioning of the motivational mechanism for the regulation of educational activities is the educational need. It affects the formation of educational interests, value orientations, motives, goals. The educational need also determines the functioning of the dispositional mechanism, forming dispositions, installations of educational activity. The mechanism of memory is also determined by the educational needs of the individual, since the level of their formation and the nature of their implementation determine the structure of knowledge stored in a person’s memory, the breadth, variety of information, its functionality, social relevance, etc.

A person, realizing educational needs, expects the achievement of certain results, which allows classifying the educational interests of a person through a vision of the result of his own educational activity. So, the researcher N.B. Teitelman's basic educational interests include:

Material (increase in material well-being as a result of educational activities);

status (change in status, vertical social mobility due to an increase in the level of education);

Professional and labor (increasing professional competence, improving labor skills in the process of implementing educational activities);

Moral (obtaining moral satisfaction from a higher level of education);

Adaptive (inclusion in new spheres of social reality, development of new types of activities as a result of education);

Spiritual (self-realization in the spiritual sphere, a higher degree of involvement in spiritual life, involvement in culture in accordance with the level, nature and quality of education).

This analysis, from his point of view, allows us to identify the following educational needs: material growth, status promotion, professional excellence, moral self-affirmation, social adaptation and spiritual self-realization.

It should be noted that the above analysis of educational needs is of a strategic nature, indicating a certain constancy of the result of educational activities. At the same time, a number of classical sociologists pointed to the ongoing changes in educational needs, highlighting the development of information technology as the reason.

The works of E. Durkheim say that you need to realize yourself, try to notice and highlight tomorrow's person. Moreover, it is precisely for educational purposes, in his opinion, that the totality of real social needs is contained, which ensures the unity of educational systems. His reasoning contains a link between the need and the process of development of the educational system, which makes it possible to indicate the transition to a new educational model demanded by society - the distance model. According to E. Durkheim, the transformation of society requires corresponding transformations in education. However, it is possible to reform successfully only by understanding the goals of reforming.

images modern education are made up of new features of a developing society. So the American sociologist D. Bell argues that the transition from a post-industrial society to a society providing a wide variety of services is based on new technological innovations and new intellectual technologies.

For his part, T. Smelser notes that in a post-industrial society, information resources become the main economic value and the largest potential source of wealth. He states that these resources, together with the means, methods and conditions that allow them to be activated and used effectively, are the potential of society.

At the same time, W. Dizard says that a certain general model of changes associated with information technology is emerging. This is manifested in a three-stage progressive movement: the formation of the main economic sectors for the production and dissemination of information, the expansion of the range of information services for other industries and government bodies, the creation of a wide network of information media at the consumer level.

In view of the foregoing, it can be stated that even in the works of the classics of sociology, forthcoming changes in society associated with a change in the role of information were noted. New needs should directly affect the education sector, stimulating the formation and development of an innovative educational model.

Thus, if the need for education (general model) can be set by the goals and strategy for obtaining it, which was indicated above, then educational needs in the conditions of a new innovative model can be designated as tactical needs that ensure the procedural nature of the decision to choose a model. A possible contender for the “title” of an innovative educational model is currently the distance learning model (DME), the characteristic features of which are:

The need for training without interruption from the main job, moving to another place;

The need for training according to an individual program, compiled taking into account the wishes of the student himself;

The need for unlimited learning time frames;

The need for unlimited choice of academic disciplines;

The need for financial accessibility of education;

The need to communicate with the teacher if necessary, and not only with information sources for obtaining information;

The need for the quality of educational services provided, regardless of the location of the student;

The need for specially designed teaching aids for self-study;

The need to monitor learning outcomes regardless of the location of the student;

The need for constant modernization and modification educational material in accordance with the level of development of scientific and technical progress.

Thus, educational needs in the distance educational model arise: firstly, if educational needs are updated and there is no way to satisfy them within the framework of the traditional education system; secondly, if there are obstacles to traditional learning that can be eliminated in DME (distance, openness, flexibility, relatively low cost); thirdly, if there are claims to the conditions of traditional education, which can be implemented in the distance model, which makes it possible to practically use both innovative forms and means of education. Nevertheless, despite all the obvious advantages of the distance education model in relation to the traditional one, it still has methodological and technical problems, which currently does not allow equating distance and innovative educational models. The reasons for this are as follows: firstly, the level of required knowledge for the use of information and communication technologies in education is higher than the real skills and abilities of students; secondly, the Russian system of education (preschool and school) did not offer an alternative to classes with a teacher, as a result - getting used to the classical and the difficulty of adapting to modern teaching methods, designed mostly for self-mastery of educational material.

In conclusion, we note, firstly, the social aspect of managing the modern model of education must be revealed through the development of educational needs in it. The management of an innovative educational environment should be defined as a two-level process in which the first level is leadership, that is, the formulation of a strategy for the development of an educational model, and the second level is regulation in accordance with the chosen strategy; secondly, the nature of educational needs in specific historical conditions depends on a complex of sociocultural factors and, ultimately, is determined by the place and value of a person in society. If for a traditional society the educational need acts as a factor in the inclusion of a person in the socio-cultural environment, forming his sociality, then for the information society it is a means of individualizing a person, a factor in the formation of his freedom. In technogenic societies, the educational need is a condition for the training of professional personnel and "participates" in the production of man as an "appendage" of scientific and technological progress. In the modern information society, the educational need is a condition for self-realization and self-development of a person. It is to build such a society that we should strive.

Reviewers:

Naletova I.V., Doctor of Philological Sciences, Professor of the Department of Theoretical and Applied Sociology, Tambov State University. G.R. Derzhavin, Tambov;

Volkova O.A., Doctor of Social Sciences, Professor, Head. Department of Social Work, NRU "Belgorod State University", Belgorod.

Bibliographic link

Prokopenko Yu.A. EDUCATIONAL NEED - THE BASIS FOR THE FUNCTIONING OF THE EDUCATIONAL ENVIRONMENT // Contemporary Issues science and education. - 2014. - No. 6.;
URL: http://science-education.ru/ru/article/view?id=16196 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Sections: School administration

Currently, Russia is in the process of establishing a new education system, focused on the country's entry into the global educational space. It is accompanied by significant changes in the pedagogical theory and practice of the educational process.

There is a change in the educational paradigm: a different content, different approaches, rights, attitudes, behavior, a different pedagogical mentality are offered.

In the current socio-economic and socio-cultural situation, a special role among the pedagogical systems of general education belongs to the educational school, which provides the process of education, upbringing and development of children and adolescents aged 6.5 to 17 years.

Changes in Russian society have caused changes in the social order of society towards educational institutions. In the conditions of cardinal reforms taking place in society, education solves the problems of the formation and development of the individual, the formation of value orientations, civil-patriotic education, the preservation and strengthening of the physical and moral health of the individual. Thus, education thus becomes an effective factor in the development of society.

The activities of the school, its nature and general directions of development are determined by the Law of the Russian Federation "On Education", the Model Regulations on the educational institution, and other regulations. These documents lay down the basic principles for building the education system, define the strategic goals of its development, define the state policy for updating the content of education.

The draft "Concepts of Federal State Educational Standards for General Education" has been published for discussion. It describes the educational standards of the second generation, reflecting changes in society and modern society's requirements for education.

In the concept of long-term socio-economic development Russian Federation for the period up to 2020, special attention is paid to the development of the education system in the coming period.

The development of the education system is proposed to be based on the openness of education to external requests, the use of project methods, the competitive identification and support of leaders who successfully implement new approaches in practice, the targeting of resource support tools and the integrated nature of the decisions made.

The strategic goal of the state policy in the field of education is to increase the availability of quality education that meets the requirements of the innovative development of the economy, the modern needs of society and every citizen.

To achieve this goal, it is necessary to solve the following tasks: to ensure the innovative nature of basic education, a competency-based approach to learning, to develop the variability of educational programs, to form mechanisms for assessing the quality and relevance of educational services with the participation of consumers.

One of the criteria for the high quality of Russian education should be to increase its competitiveness.

The state defines as the highest goal of education - the formation of a self-developing and self-determining personality capable of open, creative interaction with their own kind, the state on the basis of generally accepted humanistic value orientations.

The school covers the largest number of children and adolescents, is the only system where children and adolescents stay for an extended period of time. The time of study and stay in an educational institution coincides with the period of growth and development of the child, when the formation of value orientations of the child's personality is most intensive, when the formation of a civic position takes place.

An important goal of Russian education at the present stage of its development is to ensure the quality of education, since the quality of education is the quality of the results of the educational process, the quality of the educational process, the quality of the conditions for its flow, which is reflected in the concept of federal state educational standards of general education.

The Law of the Russian Federation “On Education” notes that the development of such a document as the educational program of the school is mandatory. However, there is no definition of this concept in the Law of the Russian Federation “On Education”. Consider the concept of "educational program".

In Greek, the word "program" means "a summary of what must be done." In modern scientific and pedagogical literature, various interpretations of this concept are presented. If we turn to the Law of the Russian Federation "On Education", then in its preamble a definition of education is given as a purposeful process of education and training in the interests of a person, society and the state.

Having integrated the concepts of "education" and "educational program", M. N. Artsev presents the following definition of an educational program: "An educational program in its most general form can be defined as a statement of the goals and principles of education and training in the interests of a person, society and the state" . A more specific definition of the educational program is given by O.E. Lebedev, who argues that the educational program of the school is a program of joint activities of the school administration, teachers, students, and their parents to achieve common goals. O.E. Lebedev emphasizes that "the educational program of the school is a program for achieving the goals of education in the conditions of this school."

V.V. Egorova, considering the concept of an educational program, draws attention to its normative aspect: “an educational program is a document that determines only the content of education in a particular institution and the technology for implementing this content. I.S. The Yakimanskaya educational program interprets variably: the educational program is also a description of the system of activities carried out by the school to achieve its goals, the educational program is also the basic curriculum that determines the content, focus (profile) of the educational institution, and the educational program is the basis for the individualization of education (education) of students".

Obviously, the interpretation of this concept is very broad. In this regard, the development of content, a description of the principles of construction, implementation technology educational programs are theoretically important and practically significant. In the concept of an educational program, the following content blocks are distinguished. Firstly, the educational program is considered as a program (system of measures) of purposeful joint activities of the teacher and the child to achieve the planned goals of education. Secondly, the educational program is understood as a document that defines the content of this activity. Thirdly, the educational program is a kind of curriculum of a certain orientation (individualized, for example).

The staff of our school considers the educational program as a tool for managing the quality of education, and the goals of the educational program in this case become the guarantor of obtaining a quality education.

One of the features of educational programs is their classification. First, the classification of educational programs can be carried out according to the timing of execution. There are short-term educational programs designed for one academic year, medium-term educational programs with a period of implementation from three to five years, and long-term educational programs are being developed with a period of validity from five to ten years.

Secondly, the basis for the classification of educational programs is information about the type of educational institution for which the educational program is being developed. In accordance with this principle, educational programs can be divided into educational programs of preschool educational institutions, educational programs of general education schools, educational programs of gymnasiums, educational programs of lyceums and educational programs of other educational institutions.

Thirdly, the method of classifying educational programs is the division of educational programs into groups in accordance with the breadth of the display of tasks. In this case, the educational program can be a regulatory document reflecting the content of the current activities of the teaching staff, and the educational program can also be positioned as a document reflecting the need to update the educational institution. There is a group of educational programs that are a document that combines both approaches. The educational program in this case is a regulatory document that reflects the content of the current activities of the teaching staff and outlines the directions in which the educational institution will be updated.

If we consider the educational program as a document that determines the content of the educational activities of the institution, then we cannot do without considering the structure of the educational program. The educational program should contain the following information blocks: a description of the social order of the participants in the educational process, a description of the features of the organization of the educational process of a given school, a description of the forms, methods, pedagogical technologies used by the teaching staff to achieve educational goals, a description of the forms of current control used in the educational process, an action plan for the implementation of the tasks.

The meaning and value of the educational program of the institution is to express the purposefulness of the educational process in the institution, to define itself as an integral pedagogical system.

In this regard, in the process of developing the educational program of the institution, there are certain difficulties. In order to develop an effective educational program, the following seven steps must be implemented. The first stage is a deep analysis of the educational activities of the school at the current time. At the second stage, based on the analysis data, a diagnostic goal is set, which should be achievable. The third stage is to choose the right methods for identifying educational needs in order to obtain the correct initial data for work. All this gives grounds at the fourth stage to identify the problems of the school in the educational sphere and suggest ways to solve them. To solve the identified problems at the fifth stage, it is necessary to involve all participants in the educational process in the development of the educational program. For the effective operation of the educational program, the sixth stage involves the development of ways to track intermediate stages, the ability to correct the educational program. The seventh stage is the consideration of ways to manage the implementation of the educational program.

Thus, the main difficulty in the process of developing an educational program is that it is necessary to perform complex analytical, generalizing and prognostic work.

The team of our school offers the following approach to the formation and structure of the educational program. The educational program is divided into several large blocks, which correspond to the structure of the program proposed by us. Therefore, the following sections can be distinguished in the educational program.

The first section is general information about the institution. This section provides information about the school, an analysis of the school's activities over the past three years, and identifies problems in the functioning of the educational institution. Data analysis will allow creating a real educational program. The second section - goals, objectives, priority areas. In this section, based on the analysis of the data of the first section, the goals of the educational program are formulated. It is especially important, from our point of view, to strive for maximum clarity and specificity of goals, since the chosen goals determine the tasks that this educational program solves and the directions in which it is implemented. The third section is the content and organization of the educational process . The content and organization of the educational process differ according to the levels of education. If the educational program of the school is being written, then this section shows the content and organization of the educational process at each stage. This article discusses the educational program of high school.

In addition, the organization of the educational process, forms of education and pedagogical technologies are described, a list of materials of the educational and methodological base is presented, namely: software - training course programs that determine the content of education and ways to organize its assimilation; didactic support - control and diagnostic materials in order to assess the quality of assimilation of the material by students (tests, tests, etc.), the availability of alternative textbooks; methodological support.

How component the educational program is the curriculum. It is preceded by an explanatory note, which reveals the principles and approaches to the formation of the curriculum. The school curriculum and its school component should work towards achieving the goals formulated in the previous section.

Such a structure of the educational program convincingly proves that the second and third sections are connected by direct logical connections: the goals of the school are correlated with the main means of achieving them (curriculum) and with the peculiarities of the organization of the educational process. Moreover, the latter act as conditions for achieving the goals set by the school.

The fourth section is the management of the implementation of the program, which is carried out through the system of intra-school inspection and includes activities that allow obtaining real data on the state of the educational process in the school as a whole.

Management of the implementation of the educational program is carried out through control over the achievement of the student's level of education in accordance with the requirements of state educational standards, control over the provision of the content of education in accordance with the requirements of educational standards, control over the implementation of programs of the federal, regional and school component of the curriculum, control over the quality of teaching, control over the implementation of the relationship between basic and additional education.

Intra-school inspection includes verification, evaluation and comparison of quantitative and qualitative learning outcomes, while taking into account both intermediate and final results. This approach allows you to timely adjust the pace of the programs, the content of education. The result of the analysis of the results of intra-school inspection will be the correction of the educational program, curriculum.

Intra-school inspection of the educational process is carried out in traditional ways. One of the directions is control over the quality of teaching, in particular, over the implementation curricula. An important part of managing the implementation of an educational program is control over the quality of education. It includes the level of knowledge, skills and abilities of students, the achievement of state educational standards, the skills of independent knowledge of students.

Analysis of data from diagnostic sections of knowledge, satisfaction of students and parents with the educational process at school, monitoring of the educational activities of the school - all this allows you to timely adjust training, education and development programs, and provide methodological support for the educational process.

Thus, it can be argued that:

1. An educational program is a document that defines the content of the educational activities of an institution.
2. The use of an educational program as a normative document makes it possible to make the educational process personality-oriented, to identify and strengthen those components that best meet the needs of students and parents.
3. The presence of an educational program allows you to effectively check the effectiveness of the educational process for its compliance with the stated goals and values.

The school must respond to the needs of all social groups of families, take into account the real state of health of students, individualize the learning process, taking into account the educational needs of different groups of students.

The educational program of our school is formed in several areas of activity. The priority ones are ensuring the continuity of primary general, basic general, secondary (complete) general and, in the future, secondary specialized or higher education, creating conditions for a conscious choice of a profession through the organization of pre-profile and specialized training, developing a system of additional education, creating conditions for preserving and strengthening the physical and moral health of students.

The purpose of the educational program determines its objectives. When developing an educational program, we implement the following tasks: providing basic education that meets the requirements of state educational standards, updating the content of education, taking into account the needs of students, parents and society, creating conditions for the introduction of health-saving technologies into the educational process.

In order for the solution of the tasks set to be effective, it is necessary to correctly determine the educational needs of students.

For this, we used the methods included in the technology “Ambulance in choosing a profession” by G.V. Rezapkina. It includes the method "Value Orientations" by M. Rokeach ( Annex 1), Test of the intellectual potential of P. Rzhichan ( Annex 2), Map of interests of A. E. Golomshtok ( Appendix 3), "Questionnaire of professional preferences" J. Holland ( Appendix 4).. In addition, a survey of life and professional self-determination of students of the 9th grade of secondary school ( Appendix 5).

It is very important to determine the degree of satisfaction with the educational process of its participants. For this, the methods of A.A. Andreeva "Study of student satisfaction with school life", questionnaire for parents E.N. Stepanov "Satisfaction with the educational process at school" and "Methods for studying the satisfaction of parents with the work of a teacher."

The educational program of the school created by us, taking into account the educational needs of students, allows us to achieve high results in the education of schoolchildren. The result is the high quality of knowledge of graduates, numerous victories at olympiads, various competitions, sports competitions, participation in conferences of various levels, admission of graduates to universities and colleges in the chosen profile. Our graduates are successful in the future, this is the result of the current educational program at the school.

List of used literature.

1. Law of the Russian Federation "On Education" dated July 10, 1992 No. 3266-1.-M .: Os - 89, 2008, -112s.
2. The concept of long-term socio-economic development of the Russian Federation for the period up to 2020. Decree of the Government of the Russian Federation dated November 17, 2008 No. 1662-r
3. The concept of federal state educational standards of general education: federal state educational standards of general education project /Ros. acad. education; ed. A.M. Kondakova, A.A. Kuznetsova.-M.: Enlightenment, 2008.- 39 p.- (Standards of the new generation).- ISBN 978-5-09-0190046-6.
4. Collection of normative documents for educational institutions of the Russian Federation, implementing programs of general education / comp. E. D. Dneprov, A. G. Arkadiev.- M.: Bustard, 2007.- 443 p. -ISBN 978-5-358-02308-6
5. Artsev MN How to prepare the educational program of the school. M. N. Artsev // Practice of administrative work at school.-2003.-№2
6. Bakuradze A.B. Development of the educational program of the school / A.B. Bakuradze. - M.: APK and PRO, 2004. - 36s.
7. Goryachkova S.A. and others. Program for the development of an educational institution: study guide for students of advanced training courses. - Arkhangelsk: JSC IPPC RO, 2008.-134 p.
8. Holland J. Questionnaire of professional preferences / / School psychologist: supplement to the newspaper "September 1". - 2007. - No. 2. - P. 5-13.
9. Golomshtok A.E. Map of interests // School psychologist: supplement to the newspaper "September 1". - 2006. - No. 14. - P. 3-15.
10. Egorova V.V. Recommendations for the development of the educational program of the school / V.V. Egorova, V.N. Malyutina, V.A. Pautov // Practice of administrative work at school. - 2003.-№3.-S. 3-9.
11. Lebedev O. E. Quality is the key word of the modern school, (series "quality of school education"). - St. Petersburg: branch of the publishing house "Prosveshchenie", 2008-191p. ISBN 978-5-09-018104-4
12. Lebedev O. E. Competence-based approach in education//School technologies.-2004.-№5.-p.3-12.
13. Features of the development of the educational program of the school: From the experience of Natalya Alexandrovna Davydova, director of the secondary school No. 10 in Birobidzhan. Birobidzhan: ObliUU, 2005. - 70 p.
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The previous chapters described the general and specific patterns of mental development and mental activity of children belonging to different types of dysontogenesis (Ch. 1), and the psychological characteristics caused by the action of these patterns and characteristic of each of the types of deviant development (Ch. 2-9).

Among the specific features observed in all developmental deficiencies, a set of features can be distinguished that determine the need for organizing special psychological and pedagogical assistance in the development and education of the children considered in the textbook. This set of features is commonly referred to as special educational needs. Despite the fact that this term has been used for a long time, its content is not disclosed and is not comprehended sufficiently. There is a pedagogical definition in the literature: "Special educational needs - the need for special (individualized) learning conditions, including technical means, special content and teaching methods, as well as medical, social and other services directly related and necessary for successful learning" . Such an understanding of needs differs from the classical psychological one, since it includes not only internal urges for cognitive activity, but also the possibilities for carrying out this activity, i.e. opportunities (and, to a certain extent, conditions) of learning. The psychological definition proposed below is based on this approach.

Special Educational Needs - these are the needs in the conditions necessary for the optimal implementation of actual and potential capabilities (cognitive, energy and emotional-volitional, including motivational) that a child with developmental disabilities can manifest in the learning process. Education means not only school, but also the preschool period and correctional and developmental work with a child in early childhood. It has been empirically proven that L. S. Vygotsky's position that "learning leads development" is of particular importance for children with developmental disabilities (see paragraph 1.3).

Let's note the most significant components of each of the components of these capabilities. Of the cognitive components, this is the possession of mental operations, the ability to capture and store perceived information, an active and passive dictionary, and accumulated knowledge and ideas about the world around. Energy capabilities include mental activity and performance, and emotional-volitional capabilities include the direction of the child's activity, his cognitive motivation, as well as the ability to concentrate and hold attention.

The listed possibilities, which are limited in comparison with those characteristic of normally developing children, are due to the general and specific patterns of disturbed mental development identified for the first time 40 years ago by V. I. Lubovsky (see Chapters 1, 2). The latter manifest themselves in varying degrees of severity and in peculiar combinations with all disorders of mental development. Applied to the learning process highest value, in our opinion, has a slower, in comparison with that observed during normal development, the speed of receiving, processing and using information (in other words, the slowness of sensory-perceptual processes), a smaller amount of imprinted and stored information (i.e., lower efficiency of memory processes ).

Certain difficulties are also caused by a certain lag in speech development and speech deficiencies that are peculiar for each type of impaired development, which, in general, can be designated as deficiencies in verbal mediation; lag in the development of all types of mental activity, specific deficiencies in motor skills; lower performance and faster exhaustion.

These shortcomings of impaired mental development are explained by the fact that mental activity, as well as its material basis - the central nervous system, is an integral formation, a complex unified system in which all its constituent functions are in interaction. In this regard, the loss or weakening, insufficiency of one of the functions (primary defect, according to L. S. Vygotsky) inevitably affects the activities of others. Thus, defects in intercentral interaction play an important role in the manifestation of mental development disorders.

The negative impact of the primary defect, i.e. the manifestation of these patterns, the more significant, the stronger it is expressed and the more complex the primary impaired function. In the process of ontogenesis, this negative influence is gradually weakened, especially in conditions of correctional development, i.e. specially organized training.

These patterns were identified on the basis of their own data obtained by psychologists of the Institute of Defectology of the Academy of Pedagogical Sciences of the USSR in the 1950s–1960s. and later (see ch. 1, 2), as well as by a number of foreign researchers (see ch. 1, 2). Their manifestations are invariably confirmed by later studies, especially comparative ones.

The manifestation of these patterns and features, together with the limitations caused by the primary defect (for example, deficiencies in auditory perception), makes it difficult to interact with the outside world, "growing into culture" (L. S. Vygotsky), i.e. broad adaptation. This leads to the emergence of another significant, especially at the time of the beginning of schooling, characteristics of special educational needs: children who have not undergone special correctional training in preschool age find themselves without the knowledge, skills and abilities that are necessary to master the school curriculum, which exacerbates learning difficulties. These difficulties can be reduced only by organizing special training, i.e. education, taking into account the special educational needs of the child. In turn, this implies:

• 1. Preparing children to master the school curriculum through propaedeutic classes.
• 2. Formation of their cognitive motivation and positive attitude to learning.
• 3. Slow pace of presentation of new knowledge.
• 4. A smaller volume of "portions" of presented knowledge, as well as all instructions and statements of teachers, taking into account the fact that the law of the "magic number 7 + 2" does not work for children with developmental disabilities, i.e. They have less information to remember.
• 5. The use of the most effective teaching methods (including increased visibility in its various forms, the inclusion of practical activities, the use of a problem-based approach at an accessible level).
• 6. Organization of classes in such a way as to avoid fatigue of children.
• 7. The maximum restriction of extraneous in relation to the educational process of stimulation.
• 8. Monitoring children's understanding of everything, especially verbal, educational material.
• 9. Building a learning situation taking into account the sensory capabilities of the child, which means optimal lighting of the workplace, the presence of sound amplifying equipment, etc.

The special educational needs of children with developmental disabilities are manifested in varying degrees of severity and in different combinations, which requires the presence of various forms of organization of education - from deeply differentiated to inclusive.

It should always be borne in mind: wherever a child with disabilities is trained - in a special institution or in conditions of integration - this should be special education. Only in this way can a child successfully adapt to school and receive an education, which will be one of the conditions for his adaptation and integration in subsequent adult life.

• Novotortseva N.V. Correctional pedagogy and special psychology: a dictionary. SPb., 2006. S. 112.
• Cm.: Lubovsky V.I. The study of memory at the stage of differential diagnosis (method of T. V. Rozanova) // Diagnostic problems in the modern system of psychological support for children with disabilities: collection of articles. Art. M., 2010.

Educational Needs of Students(hereinafter - PEP) - social needs in general education, in creating optimal conditions for the realization of the energy, cognitive and emotional-volitional capabilities of students. They affect the interests of all children who have learning difficulties and do not fit into the standard educational framework, and therefore require the creation of special conditions, the use of special programs and materials, and the provision of additional services. SEP are associated not only with the presence of disabilities, but also with the difficulties experienced by students while studying at school.

The concept of "educational needs" without any interpretation is used in the Federal Law "On Education", where it reflects:

• advanced understanding of human rights to fulfill needs;
• the responsibility of modern civil society for creating the conditions necessary for the education of children.

The history of the concept of "special educational needs"

The concept of "special educational needs" (SEP or Special Educational Needs) was first proposed by Mary Warnock in London in 1978. Initially, it had a rather narrow meaning of working with children with disabilities and systemic disorders, but after a while the concept reached a new level and moved away from the medical model of disability, becoming part of American, Canadian and European culture, where it largely influenced the nature of education at school. . The concept of BEP is actively used in drawing up conclusions about the special needs of students, the formation of individual training plans, adapted programs.

At the international level, the rights of minors to special educational needs are enshrined in the Salaman Declaration on Principles, Policies and Practice in Education, which was adopted in 1994. The text of the document fixes the right of persons with special needs to access education in ordinary schools, where the necessary conditions must be created for them. The Framework for Action on the Education of Children with Special Needs states that schools should be open to every child regardless of their linguistic, social, intellectual or physical disabilities. Thus, gifted children, students with physical and mental disabilities, working and street children, socially disadvantaged and belonging to ethnic or linguistic minorities have special educational needs.

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To learn more about the organization of the educational process for students with disabilities and identify special educational needs, the articles of the electronic journal "Handbook of the Deputy Director of the School" will help

- We identify the needs of parents of students with disabilities (planning and organization)
- How to organize an educational space for students with disabilities (students with disabilities)

In Russian pedagogy, the term PLO appeared only in the early 2000s and is not fully borrowed from the Western term, but it expresses the desire of society to help special children find their place in life by receiving a quality education. For the first time in Russia, K. Schneider spoke about special needs, considering this issue in her work on sociology, blurring the concepts of “normal” and “abnormal”. She proposed a triune system of categories: children in adverse conditions, children with learning difficulties and with disabilities. Specialists of the Institute of Correctional Pedagogy of the Russian Academy of Education, despite the different needs of students with disabilities, were able to identify common ones for different groups of children. educational needs of schoolchildren:

• in special means of step-by-step learning, differentiation and qualitative individualization of the educational process;
• in coordinating the activities of narrow diversified specialists, involving parents and family members of the student;
• in the formation of a special temporal and spatial organization of the learning environment;
• in the ultimate expansion of the educational space, going beyond the usual and the boundaries of the educational institution to prolong the educational process;
• in the introduction of such sections of education that are not in the program of normally developing children, but which are necessary for students with special needs.

Who are children with special educational needs?

Children with special educational needs - students who need the help of teachers, professionals and parents, providing additional support in the learning process. The selection of such a category of schoolchildren indicates the gradual displacement of the concepts of “developmental deviations” or “developmental anomalies” from the public lexicon, the refusal to divide society into “normal” and “abnormal”. That is why individual educational needs of students can occur in children who find themselves in special socio-cultural conditions, adolescents with physical or mental disabilities, gifted children. To acquire knowledge, children with SEN require special conditions that will allow them to study in a comfortable atmosphere. From now on, there is a shift in emphasis from the deviations and shortcomings of children to the identification and satisfaction of their needs for special means and learning conditions, which is a demonstration of the responsibility of society for each of its members.

The concept of "children with SEN" refers to anyone whose educational difficulties go beyond the boundaries of the usual norms. Russian science distinguishes three categories of children with special educational needs:

1. children at risk (living in adverse conditions);
2. who have unexpected learning difficulties;
3. with characteristic disabilities - with hearing, vision, intelligence, speech, musculoskeletal disorders of varying severity, autism, emotional-volitional and with a complex structure of disorders.

As a rule, children with special educational needs have problems with general and fine motor skills, cognitive activity, they do not have a broad enough outlook and fragmented knowledge about themselves and the world, demonstrate lack of communication skills, pessimism, speech retardation, inability to control their words and actions.

Educational needs of schoolchildren

Unfortunately, the concept of special educational needs was not taken into account for a long time when drawing up the curriculum and plan, since the needs of children were not taken into account in Russian methodological and pedagogical developments. At the same time, it is important to realize that special educational needs can arise not only among children with disabilities, because many students face barriers and difficulties in the way of acquiring knowledge, sometimes quite spontaneously and unexpectedly. POPs are not permanent, but manifest themselves to varying degrees with various disorders or in different life situations.

Therefore, in order to unleash the potential of students, improve the quality of life of children, giving them the opportunity to receive a decent education, it is important to take into account the opinion of children, their SEN, engaging in a comprehensive study of potential obstacles to knowledge. If at least a few ordinary children do not receive the necessary help and attention at school, you must first support them, and then concentrate on arranging children with disabilities. The problem needs to be solved systematically, without breaking away from the framework of the school or class, since OOP can arise against the backdrop of socio-cultural, economic and psychological factors.

Studying student's special educational needs- the primary task of the modern school, which allows:

• develop an adapted program, create an individual educational route for the student, build a program of work with him, adjust pedagogical efforts and goals;
• to carry out psycho-medical-pedagogical support and corrective work with the student;
• determine a system for evaluating planned results and achievements;
• increase the level of satisfaction of parents with the quality of education, receive prompt feedback from all subjects of the educational process;
• to raise the level of domestic education, providing state guarantees for equal opportunities for all citizens.

Components of special educational needs that determine the conditions for teaching children (remotely, in inclusive schools, groups of combined or compensatory orientation):

1. Cognitive - vocabulary, mental operations, knowledge and ideas about the world, the ability to remember and reproduce information.
2. Energy - efficiency, perseverance and mental activity.
3. Emotional-volitional - the ability to hold attention, concentrate, motivation for cognition and directed activity.

All OOPs are divided into four large groups:

Group 1. Educational needs associated with the special organization of the educational process

Type of needs	Characteristics of OOP
Competence of teachers and narrow specialists	They should know the features of the development of children with physical and mental disabilities, using this knowledge to organize the educational process, adapt curricula. Teachers need knowledge of correctional and educational technologies in order to use them in their work.
Individualization of the educational route	Education of children with SEN is carried out remotely, at home, in separate classes for children with disabilities, in inclusive schools or classes.
Adaptation of the educational environment	Through a visually structured and clearly organized space, creating a motivating environment that takes into account the peculiarities of assimilation of information and the interests of the child, emotional connection with the teacher, the friendly attitude of other students, the use of activities and materials that are interesting for the child.
Preliminary preparation before frontal training	It is associated with insufficient adaptive abilities of children with SEN, difficulties in communication and interaction, the presence of emotional, mental or cognitive impairments. In this case, children gradually form the skills of learning behavior, social interaction, classes in mini-groups and groups.
Adaptation period	Due to the difficulties in adapting to unusual conditions, students with SEN need time to get used to school. At this stage, they should gradually delve into the situation and life of the class, receive educational motivation, and find emotional relationships with teachers. For this, a flexible schedule of regular attendance of classes, attendance of the most interesting classes for the child, the transition from fragmentary to complete immersion of the student in the educational process are recommended. The help of a tutor remains relevant, who will support the student in educational, communicative and social situations. When the adaptation period comes to an end, the help of the tutor is minimized so that the student becomes more independent, gets used to the school educational process. Along with assistance in the adaptation period, it is important to reduce the requirements for the depth of mastering the program material, which will become an additional source of motivation to attend school.
Availability of an adaptive program or comprehensive psychological and pedagogical support	In order for students with SEN to be able to master the educational program, overcoming their characteristic difficulties in mastering general educational programs, they need the help of not only a teacher, but also a tutor, speech therapist, defectologist, social pedagogue and additional education teacher.
Interaction between parents and school	Only clear coordination of the actions of all participants in the educational process will achieve the greatest result, therefore parents and teachers should develop a unified strategy for the educational process, use unified algorithms and solutions, using the practical experience of teachers and the knowledge of family members about the characteristics of the student.
Individual assessment of educational results	An individual system of evaluation of results guarantees a child with SEN a situation of success and the opportunity to feel comfortable among typically developing classmates. The criterion for the effectiveness of training should be the achievement of the planned results of mastering the adapted educational program.

Group 2. Educational needs related to the adaptation of the content of the main general education program

Type of needs	Characteristics of OOP
Individualization of the content of the adapted basic general education program	According to the Federal State Educational Standard, four variants of the adapted program are allowed. As a rule, for children with special educational needs, in order to individualize the content of education on the basis of AOEP, a special individual development program (SIPR) or an adapted educational program (AEP) is developed and implemented.
Formation of social (life) competencies	Students need life skills because: they have difficulty learning Everyday life(social, communicative), which leads to difficulties in solving everyday situations; children with SEN cannot easily transfer theory into practice, using school knowledge in everyday life, and therefore cannot understand the social context, master social behavioral norms. The development of life competencies involves the formation of: functional skills necessary for everyday life (communicative, social, social and household, etc.); the ability to use the skills acquired during training in everyday life; life competencies closely related to UUD, the course of classroom and extracurricular activities.
Replacing academic/learning goals with alternative ones	Academic learning goals are not always relevant for children with intellectual disabilities, and therefore it is advisable to replace them with more functional competencies applicable to everyday life. Children are not taught literate writing, but the correct expression of thoughts, not arithmetic operations, but the recognition of numbers. which improves the quality of life of a student with SEN.
Simplification of the content of the main general education program	Depending on the type of impairment for the child, one of the four options for AOOP is selected. For example, the second option implies the simplification of universal learning activities and communicative results, and the third and fourth options - the simplification of subject results and the reduction of meta-subject ones, basic learning actions are replacing UUD.

Group 3. Educational needs related to the adaptation of the ways of presenting educational material:

1. Simplified methods of presenting educational material - teachers adapt methods of explanation using visualization, simplified speech and other methods of delivering auditory information.
2. Instruction simplification - long multi-step algorithms for performing an action are incomprehensible and difficult for children with OOP, and therefore they need extremely simple instructions that are broken into parts, written on the board, depicted in the form of a diagram, and clearly demonstrate the sequence of actions.
3. Additional visual support - when explaining new material or demonstrating the algorithm for completing tasks, the teacher needs to take into account the prevailing visual forms of students' thinking, and therefore use more supporting diagrams, tables, drawings, visual models and pictures.
4. Refusal of double requirements - unfortunately, children with OOP do not multitask, therefore double requirements are often impossible for them (for example, write words and underline letters, solve an example and write it neatly). In this case, the teacher should prioritize by choosing only one of the requirements on which the student will have to focus his efforts, minimizing the additional requirement for the learning task.
5. The fragmentation of learning tasks, changes in sequence - students with OOP can demonstrate a different pace, quality and speed of processing information, and therefore it is easier for them to absorb large amounts of material gradually and dosed.

Group 4. Educational needs associated with overcoming difficulties in development, socialization and adaptation

Correctional work in the process of psychological and pedagogical support helps to overcome the difficulties of socialization:

1. The development of socially acceptable behavior and activities - adaptive and social skills in children with SEN are not sufficiently developed, which provokes the consolidation of maladaptive forms of behavior that can be eliminated only by the formation of the correct communication and social skills.
2. Support and development of communication - group and individual remedial classes will form dialogue and communication skills, teach the child to act in situations of refusal and consent, expressing requests, greetings and others. Children are taught to maintain a conversation, to initiate a conversation.
3. Formation of social interaction skills, social and self-service skills - individual and group lessons, correctional work will help to form social interaction skills with peers and adults (game skills, communication, interaction in the classroom or outside of school), as well as life support and self-service skills.
4. Accumulation and expansion of social experience - in the classroom and extracurricular activities in the course of purposeful work, children acquire social and communication skills, accumulating which they expand their social experience.
5. Expansion of ideas about society - to comprehend and systematize the experience of interaction with others in the course of corrective work, which will be focused on the assimilation of social rules and norms.
6. The formation of adequate ideas about emotions and ways of expressing them is a psychological correctional work aimed at understanding by children with mental retardation of their experiences and emotions, adequate ways of expressing them (facial expressions, gestures) contributes to social development.
7. Formation of holistic ideas about themselves and the world around them - specialists help students to systematize and streamline their ideas about themselves and the world, which in children with OOP are often incomplete or fragmented.

Implementation of the special educational needs of the student

Today, some features of the implementation of inclusive education for children with SEN are distinguished:

1. Special education should begin from the moment developmental disabilities are identified.
2. Education should use special tools (methods, materials, programs) that will allow individualization and differentiation of the educational process, including after graduation. So, in order to improve motor functions, physiotherapy exercises are additionally held, modeling or drawing circles work, and propaedeutic courses are held to master new academic disciplines or skills. In this case, only those teaching aids are used that do not tire the children.
3. Compliance of educational activities with the needs of students- the content of training should correspond to the psychophysiological needs of children, therefore it includes classes on the development of visual or auditory-visual perception, fine motor skills, communication and adaptive skills, social orientation, and others.
4. The maximum expansion of the educational space by prolonging the educational process not only until graduation, but also after that (the study of information and the formation of the necessary skills is carried out at a slow pace that is comfortable for the student).
5. Activation of cognitive activity, a positive attitude to learning, independence in decision-making, ensuring the comprehensive development of the individual and laying the foundations of a scientific worldview.
6. In working with such students, not only experienced teachers and parents should be involved, but also psychologists, speech pathologists and other specialists, whose actions are carefully coordinated.

Who is involved in creating and organizing an inclusive environment?

Inclusive education for children with SEN involves the work of a large team of specialists and parents aimed at:

• taking into account and studying the educational needs of consumers of educational services (students and their parents) to the quality and content of education;
• formation of an individual educational route and an adapted training program;
• systematic monitoring of the effectiveness of the educational process with subsequent adjustment of pedagogical tasks and goals;
• establishing feedback and stable interaction with family members of students.

Not only subject teachers, tutors and class teachers who develop working materials and programs are involved in working with students with special needs, but also auxiliary specialists - assistants who physically help students with disabilities overcome the difficulties of the environment. Together with them, specialized workers are involved in the work - defectologists, speech therapists, psychologists, whose special knowledge and skills help children better adapt to learning, help them achieve great results, and reveal their potential.

Functional responsibilities of specialists working with children with SEN

• Teacher - with the support of a psychologist, develops an adapted program, a work program for the subject, adapts extracurricular activities and training sessions to the needs of a student with SEN, forms a base of special technical means and study guides.
• Tutor - ensures the adaptation of a child with disabilities in a regular class, develops an individual educational route taking into account the abilities, interests and characteristics of the student, designs an open learning environment, methodological tools, adapts the educational process.
• Assistant - support workers who provide physical and adaptive assistance to children. They help them use cutlery, dress and undress, make infrastructure facilities accessible, and provide first aid in emergency situations. Assistants create comfortable conditions for learning at school, help to overcome physical disabilities.
• Defectologist - promptly reveals psychophysiological disorders in children, recommending corrective support for them. He chooses the type of correctional assistance and the optimal educational program, plans individual and group correctional work, controls the process of mastering educational programs, contributing to the successful development of social skills and the adaptation of students with special educational needs in society, optimizes the efforts of all specialists, ensuring the progressive effect of school inclusive education.

Educational needs of parents

Educational needs of students and parents- expectations that are associated with educational activities are directed at schools and teachers in it and are satisfied through the choice of courses, subjects, programs, extracurricular activities or additional education systems.

At the same time, gender division, the level of education and the socio-economic situation of the family matter. Male parents more often associate educational needs with science, the socio-political and professional and labor spheres, and female parents - with nature conservation, self-improvement, culture, the moral sphere, and art. As a rule, the educational orientation of parents is influenced by the problems they encounter in everyday life. Therefore, men focus on the issues of business organization, car management, and women - effective financial management, additional education.

The financial situation of the family also affects the educational needs of parents: knowledge of moral and religious life is relevant for 3% of families whose financial situation is assessed as excellent, and for 60% of families whose financial situation is extremely difficult.

The expectations of the parents of students, as customers of educational services, are related to the interests and abilities of children, which must be satisfied in the chosen educational institution. The experience of conducting surveys and questionnaires for parents confirms that family members of students expect from the school:

• quality primary and secondary general education;
• comfortable conditions for free communication, extracurricular and educational activities;
• modern material and technical base, including for obtaining computer literacy, and optimal psychological and pedagogical conditions;
• conditions for the diagnosis and development of creative, sports and intellectual abilities of children in accordance with age characteristics through a system of circles, sections, clubs;
• promotion of health, promotion of sports and healthy lifestyle life;
• familiarization with the general cultural values, history and culture of the country;
• compliance with sanitary and hygienic requirements, fire safety standards.

Since each participant in the educational process matters in the provision of special educational needs, the role of parents and their educational expectations remains consistently high. If educational institutions only partially meet the special educational needs of children, do not fully use the potential and actual opportunities, the effectiveness of learning will decrease, and the communicative, creative and intellectual potential of students with special educational needs will remain undiscovered. In order not to delay the development of other students, it is possible to realize special educational needs only in conditions of special education - from deep differentiated to inclusive, which will ensure the successful integration of the child into adulthood, adaptation in society.