Technology classes for students with musculoskeletal disorders: Organisational and educational issues
DOI:
https://doi.org/10.33910/2687-0223-2021-3-2-124-131Keywords:
musculoskeletal system disorders, teaching Technology, psychological and pedagogical support, educational processAbstract
The article discusses motor impairments in students with musculoskeletal disorders (MSDs) which hinder learning and the development of practical and subject-related skills. The article explores how specific MSDs correlate with an opportunity to engage a student with an MSD in teaching and learning.
In particular, the article focuses on the approaches to teach Technology to students with MSDs. It discusses difficulties in mastering manual skills caused by motor, spatial, or visual-motor disorders. The article also focuses on the content of the programme that can be adjusted depending on individual characteristics and capabilities of children with MSDs. Special attention is also given to the selection of appropriate materials and means for students to perform different tasks. From the methodological and psychological perspectives, an emphasis is placed on practice-based training in Technology.
The article provides guidelines on the organisation and content of educational activities for students with MSDs based on subject-related practical activities. Some recommendations are given regarding the ergonomics of workplace set-ups that accommodate for the special needs of children with motor impairment. Of no less importance are various techniques encouraging concentration, productivity and effective performance of students as well as the development of students’ personality. The guidelines and recommendations facilitate the adaptation of educational material for Technology classes with due regard to the needs of children with musculoskeletal disorders.
References
ЛИТЕРАТУРА
Гордиевская, Е. О., Старобина, Е. М., Чукардин, В. А. (2018) Профессиональная ориентация подростков с патологией опорно-двигательного аппарата. Воспитание и обучение детей с нарушениями развития, № 7, с. 56–62.
Гудкова, Т. В. (2013) Особенности организации в проведении коррекционных занятий с детьми с ДЦП. В кн.: Проблемы и перспективы развития образования: материалы III Международной научной конференции (г. Пермь, январь 2013 г.). Пермь: Меркурий, с. 95–97.
Комплект примерных рабочих программ по отдельным учебным предметам и коррекционным курсам по адаптированной основной общеобразовательной программе начального общего образования обучающихся 3 класса с нарушениями опорно-двигательного аппарата (одобрена решением федерального учебно- методического объединения по общему образованию от 17.09.2020, протокол № 3/20). (2020) [Электронный ресурс]. URL: https://fgosreestr.ru/ (дата обращения 21.01.2021).
Приходько, О. Г., Левченко, И. Ю., Титова, О. В., Гусейнова, А. А. (2019) Организационно-методические условия получения основного образования обучающимися с нарушениями опорно-двигательного аппарата. Воспитание и обучение детей с нарушениями развития, № 8, с. 34–40.
Шипицына, Л. М., Мамайчук, И. И. (2001) Детский церебральный паралич. СПб.: Дидактика Плюс, 272 с.
REFERENCES
Gordievskaya, E. O., Starobina, E. M., Chukardin, V. A. (2018) Professional’naya orientatsiya podrostkov s patologiej oporno-dvigatel’nogo apparata [Vocational guidance of adolescents with musculoskeletal disorders]. Vospitanie i obuchenie detej s narusheniyami razvitiya, no. 7, pp. 56–62. (In Russian)
Gudkova, T. V. (2013) Osobennosti organizatsii v provedenii korrektsionnykh zanyatij s det’mi s DTsP [Features of the organization in conducting correctional classes with children with cerebral palsy]. In: Problemy i perspektivy razvitiya obrazovaniya: materialy III Mezhduna-rodnoj nauchnoj konferentsii (g. Perm’, yanvar’ 2013 g.) [Problems and prospects for the development of education: Materials of the III International scientific conference (Perm, January 2013)]. Perm: Mercury Publ., pp. 95–97. (In Russian)
Komplekt primernykh rabochikh programm po otdel’nym uchebnym predmetam i korrektsionnym kursam po adaptirovannoj osnovnoj obshcheobrazovatel’noj programme nachal’nogo obshchego obrazovaniya obuchayushchikhsya 3 klassa s narusheniyami oporno-dvigatel’nogo apparata (odobrena resheniem federal’nogo uchebno-metodicheskogo ob’edineniya po obshchemu obrazovaniyu ot 17.09.2020, protokol No. 3/20 [A set of approximate work programs for individual academic subjects and correctional courses on the adapted basic general education program of primary general education of students of the 3rd grade with disorders of the musculoskeletal apparatus (approved by the decision of the federal educational and methodological association for general education of 17.09.2020, Protocol no. 3/20)]. (2020) [Online]. Available at: https://fgosreestr.ru/ (accessed 21.01.2021). (In Russian)
Prihod’ko, O. G., Levchenko, I. Yu., Titova, O. V., Guseinova, A. A. (2019) Organizatsonno-metodicheskie usloviya polucheniya osnovnogo obrazovaniya obuchayushchimisya s narusheniyami oporno-dvigatel’nogo apparata [Organizational and methodological conditions for acquirement of basic general education for learners with mobility impairments]. Vospitanie i obuchenie detej s narusheniyami razvitiya, no. 8, pp. 34–40. (In Russian)
Shipitsyna, L. M., Mamajchuk, I. I. (2001) Detskij tserebral’nyj paralich [Cerebral palsy]. Saint Petersburg: Didactics Plus Publ., 272 p. (In Russian)
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Tatjana V. Gudkova
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows an unlimited number of persons to reproduce and share the Licensed Material in all media and formats. Any use of the Licensed Material shall contain an identification of its Creator(s) and must be for non-commercial purposes only.
