Monitoring of the Results of Muscle-Skeleton Disorders Children’s Psychological Follow-up in Inclusive Education Environment
S. Yu. Serebrennikova, A. A. Gostar
The paper considers the pressing issues of content and management of psychological and pedagogical follow-up for primary school children with muscle-skeleton disorders in inclusive educational environment in view of implementation of Federal State Education Standard of Primary General Education of Students with Physical Condition. The authors accentuate the role of a psychologist in conducting monitoring of education results they propose a model of its implementation. Psychological and pedagogical characteristic of children with muscle-skeleton disorders is given. The necessity for a nuanced approach to the content of the correctional support and the assessment of its results is justified.
comprehensive psychological and pedagogical follow-up for children with physical condition, inclusive education, expert teamwork, results monitoring, muscle-skeleton disorders (MSDs), Federal State Education Standard of Primary General Education of Students with Physical Condition
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