The aim of this article is to study from the standpoint of a historical approach the formation and development of a defectological school in the Republic of Dagestan. Methods. A retrospective analysis of literary sources, analysis of historical documentation, interviews. Results. The study of the history of the formation and development of defectology in Dagestan is connected with the formation of the scientific school “Humanization of General and Special Education” by corresponding member of the Russian Academy of Education Dzhafar Mallaev and the activities of the national teacher of the USSR Uma Murtuzalieva. For fifty years correctional educational institutions have been created in the republic for children with mental disorders, hearing impairments, speech and musculoskeletal defects, visual impairments, autistic spectrum disorders, conditions for training defectological staff are created, research in the field of scientific and methodological support for special and inclusive education is conducted.

The aim of this research is to study the specifics of formation the communicative competence of children with disabilities of primary school agein inclusive education.

Methods.  Testing, pedagogical observation, formative experiment.

Result.  The study of the communicative skills of the children with disabilities shows a decrease in the level of communicative competence of children entering the first form of an inclusive school. In accordance with the problems identified in the study, it is developed a method of remedial work, which is based on the training of communication skills for first-graders with disabilities.

Conclusion. Analysis of the results of the control experiment using the methods of variation statistics allows to conclude the effectiveness of the proposed Methods.

The aim of the article is to discuss the clinical and psychological features of the formation of interpersonal relationships of children with disabilities and experimental studies on the example of the defective in comparative comparison with children with mental retardation (MR) and visual impairment.

Method. Testing, observation, ascertaining and forming experiment, Rene-Zhil technique.

Result.  Clinical and psychological study of the formation of interpersonal relationships of back word children reveals the common patterns and specifics of each nosology that work on the formation of interpersonal relationships of children with disabilities. Mental development of the child occurs in a special form, because its biological basis is pathological.

Conclusion. It is established that the clinic of intellectual disorders affects the specifics and features of the formation of interpersonal relationships of preschoolers. Clinical and psychological features first of all create the difficulties in communication of defective preschoolers and are characterized by unformed skills of practical and speech communication.

The aim of the research is to study the peculiarities of the speech forecasting in the process of communicative interaction of the schoolchildren with bisensory impairments.

Methods.  Analysis of Russian and foreign literature, medical documentation and respondents’ personal profiles, experiment in which it is carried out a standardized observation of communication interaction process between schoolchildren and their age-mates and teachers; conversation with teachers.

Result.  The respondents are at a loss in understanding of the informative part of communication, they do not use face expression in communication, they have difficulties in understanding of results variety of socially important situations and in admitting of existence the different viewpoints of interaction partners, leading to difficulties of speech forecasting.

Conclusion. Taking into account the revealed features some strategies of speech forecasting in communication in social significant spheres are developed.

The aim of the article is to reveal the features of communication skills formation of the children with bisensory impairments, to develop a long-term plan of work on communication skills formation of such children using the verbotonal method.

Methods.  Analysis of psychological and pedagogical literature, medical and pedagogical documentation research, anamnestic data collecting, standardized observation, quantitative and qualitative data analysis.

Result.  As part of experimental study of the junior schoolchildren with bisensory impairments there are determined the aspects of communication sphere, undermining the socialization process.

Conclusion. Research results allow to plan the direction of further studying of this issue and to point some ways of correctional impact on the communication sphere of hearing and vision impaired children.

The aim of the research is to study the issue of diagnostics of teachers’ readiness for the implementation of inclusive education.

Methods.  The method of diagnostics aimed at identifying the components of teachers’ professional readiness for the implementation of inclusive practice is presented.

Results.  Inclusive education provides the formation of professional readiness of teachers to organize the interaction of subjects of educational relations in inclusive educational environment.

Conclusion. Diagnostics of teachers’ professional readiness for the implementation of inclusive education will allow to organize the process of professional training and professional development in accordance with the needs of teachers in support (educational, psychological, etc.).

The aim of this research is to develop the speech activity of the children with complex impairments by means of mobile applications of alternative communication.

Methods.  Comparative analysis of psychological and pedagogical literature, analysis of anamnestic data, method of expert evaluation.

Result.  As part of study the peculiarities of speech activity of the preschoolers with complex impairments are determined, operating procedure with diad “Parent – a child with complex impairments” using the mobile application is worked and tried out.

Conclusion. The use of mobile applications of alternative communication with account of built operating procedure allows to increase the number of self-initiated communicative acts, general engagement of the preschoolers into the communication and contributes the development of speech activity the preschoolers with complex impairments of interest.

The aim of the article is to clarify the problems faced by the inclusive preschool educational organizations in the situation of integration the visually impaired children and to define the possibility of organizing their effective psychological and pedagogical support.

Methods.  Analysis, generalization, observation, conversation, psychological and pedagogical experiment.

Result.  Inclusive education, like the joint education of healthy children and their peers with developmental delays becomes a necessity today. The author points out the psychological and pedagogical features of preschoolers with visual impairments, which characterizes their cognitive and personal abilities. The peculiarities of the organization the effective joint activities and relationships between visually impaired preschoolers and normal-peers are identified and have to be solved in the context of organization the inclusive space.

Conclusion. Inclusion the children with visual impairments into the space of inclusive educational institution at the earliest stages of development, before entering school, will solve many problems of their further adaptation and socialization. This will prevent the formation of secondary deviations, increase the level of development and prepare the main contingent developing in the norm peers to adopt the children with developmental delays, teach methods of effective coexistence.

The aim of the article is to analyze the paradigms that existed in the Russian social pedagogy in the period of the XX – early XXI centuries.

Methods.  Theoretical analysis and synthesis of psychological and pedagogical literature, induction, generalization, methods of historical actualization of the problem and historical periodization, paradigmatic methods.  

Result.  Four paradigms that existed at different stages in the development of Russian social pedagogy in the XX – early XXI centuries are identified.

Conclusion. Specificity of domestic social pedagogy is the coexistence of several paradigms at the same historical stage. At the present stage of the development of social pedagogy in Russia, there is a transition from the "citizen" paradigm to the "inclusion" paradigm.

The aim of this work is to develop the guidelines for the training of the Lorm code for persons with deafblindness acquired with age.

Methods.  Theoretical analysis of linguistic, psychological, pedagogical literature, conversation, questioning, diagnostic methods, methods of qualitative and quantitative analysis of experimental research, conducting the training experiment.

Result.  Methodological recommendations for the training of the Lorm code for deafblind adults are developed.

Conclusion. The development of methodological recommendations for training the Lorm code allowes to expand the ways of interaction of the elderly with deafness.

The aim of the article is to study the influences of the word-stock on formation the oral speech of the children with bisensorial disorders.

Methods.  Theoretical: analysis of scientific and methodical psychology and pedagogical literature; empirical: psychology and pedagogical experiment, quantitative and qualitative analysis of the findings, statistical results. 

Result.  Deafblind children’s word-stock is essentially below age norm, there is an interrelation between the extent of passive vocabulary and the level of oral speech development. In that context it is necessary to organize the special individual correction developmental work with deafblind children.

Conclusion. Development of the special individual correction program will promote the passive vocabulary build up, it’s activation and rising the oral speech of deafblind children.

The aim of this research is to present the author's model of earliest possible training (at the university) of future psychology specialists and teachers of primary general education the skills of their professional interaction, providing psychological and pedagogical support for children with developmental delay in conditions of integrated (inclusive) education.

Result.  The author of the article describes the possible format of the university training of primary general education teachers and special psychologists for working with children with developmental delay, represents the considerations of the content and interaction strategy of the – future special psychologists and teachers.

Conclusion. To ensure the maximum correspondence of the processes of education, upbringing and development of junior schoolchildren with developmental delay in the context of Federal State Educational Standard of Primary General Education of the pupils with developmental delay it is necessary to revise the formats of the university training of teachers and psychologists by integrating their professional competencies in the psychological and pedagogical support of junior schoolchildren of this category.

The aim of this study is to consider the theory and practice of the organization the adaptive physical education in inclusive educational system.

Methods.  Theoretical analysis of literary sources and experimental method of studying the practice of organization the adaptive physical training in inclusive educational system, testing, observation, conversation, method of mathematical statistics.

Result.  The proposed logistics of the organization the studies of adaptive physical education together with all categories of the pupils allows to solve simultaneously the problems of physical development and correctional assistance to children with different nosologies. The proposed method of organization the adaptive physical training will successfully solve the problems provided by the inclusive educational space.

Conclusion. For the adequate organization of classes on adaptive physical education it is necessary to build differentiated adapted programs for each category of children with disabilities. At the same time, each student even relating to one particular nosology has individual characteristics in development. Therefore, in the development of adapted programs for physical education, there is a need to develop the individual learning routes for physical education for people with disabilities in an inclusive educational society.

The aim of the article is to highlight the issues of using the art therapy (playdohgraphy) as form of work with children with autism, to show the possibilities of art therapeutic technologies in work with children with autism, in psychotherapeutic relationship building with them in the conditions of Center of Neurorehabilitation therapy and development (Makhachkala, Republic of Dagesta).

Methods.  The analysis of psychological and pedagogical literature, games, playdohgraphy, observation.

Result.  The theoretical substantiation of the role of art therapy in work with children with autism is given. It is shown in practice that one of the most effective art therapy form of work with children with autism is playdohgraphy, that starts with the first lesson, acts as a platform for the psychotherapeutic relationship between a child with autism and an art therapist.

Conclusion. In the organization of an individual approach to children with autism, on the example of art work with Muhammad (3 years old), it is shown that the use of art therapy (playdohgraphy) as a form of work is used as a platform for psychotherapeutic relations between him and the arts therapist. That becomes a favorable basis for using in the work with him in future the other art therapeutic technologies.

The article presents an analysis of socially significant problem for persons with disabilities, it is a problem of interaction of three levels of education: general, special (defectological) and inclusive.

Methods.  Retrospective and empirical analysis, questioning, observations, conversations with various representatives of society, persons with disabilities, parents, citizens, students-volunteers of faculties of special defectological education, students of various specialized universities, pedagogues, teachers and special education teachers.

Result.  Prospects of development of the integrated and inclusive space in Russian education and some aspects and practice of the organization are considered.

Conclusion. The results obtained in the study made it possible to offer a system of work and recommendations for the formation of communicative culture of population and especially of parents with normal, gifted and children with disabilities, as well as future teachers who have devoted themselves to working with persons of this category and disabled people in a single educational space.

The aim of the article is rationale for rethink of the progressive traditions of folk pedagogy as the important factor of work socialization since birth to maturity.

Methods.  The possibilities of social, economic and household conditions of the region, culture-historical values of nation, works of verbal folklore, educational, out-of-class and out-of-school educational activity in working knowledge acquired, skills of definitive formation of moral ethnic face of the agriculturist are discovered.

Result.  The usage of effective traditional folk means, forms and methods of labor education allows as high as possible optimize the process of work socialization of a man since birth to maturity.

The aim of this article is to describe the main activities of the rehabilitation center with families bringing up the children with disabilities.

Methods. Analysis of socio-psychological literature on the problem of social and pedagogical work with disabled children, systematization and characterization of the activities of rehabilitation institutions.

Conclusion. In the current socio-economic conditions that have developed in theRussian Federation, it is necessary to intensify the activity of rehabilitation institutions for people with disabilities, to popularize the activities of specialists in the social sphere, to optimize the educational potential of families bringing up the children with disabilities.

The aim of this research is to study the psychological and pedagogical features of the development of children who have a combination of severe motor and intellectual disorders in infantile cerebral palsy.

Methods.  Analysis of psychological, pedagogical and medical literature, analysis of medical documentation, observations, experiment.

Result.  As is shown in research, the determining factors in the development of knowledge and perceptions of the world around over the equivalent damage to the intellectual sphere of such children are the sex, the age of the child and degree of motor disorders. Available for this violation the presence of squint can be compensated for by stimulating of the motor sphere of the child. The most problematic area is the impressive speech of children, which according to the correlation analysis is inversely related with the development of movements. Practically all children have safe gustation, that can be considered as a determining factor in education of such children.

Conclusion. In determining the educational path, it is necessary to take into account the individual characteristics relative the developed safe functions, based on which it is possible to compile and implement a development program for children with such complex combined nosology.

To consider the possibility of using the extra-curricular activities as a condition for overcoming the communication difficulties children of primary schoolchildren with hearing and vision disoders.

Methods.  Psychological and pedagogical research on the basis of special (correctional) educational institutions, analysis, observation, questioning.

Result.  In the process of extra-curricular activities the overcoming communication difficulties of primary schoolchildren with hearing and vision disoders take place. The authors propose on the basis of systematic and special organization of extra-curricular activities, the definition of its directions, features of leadership, forms and types of the proposed system of work with primary schoolchildren with hearing and vision disorders, to cope with possible verbal and nonverbal difficulties in the process of communication, will make possible their comfortable emotional state, will have a positive impact on educational activities. It will put them to comfort emotional state, good for training activity, will have an impact on improvement of the life quality and personality development at large.

Conclusion. Active purposeful use of extra-curricular activities, as socially useful, helps to overcome the communication difficulties of primary schoolchildren with hearing and vision disoders, development of communication, creative abilities and social adaptation.

The aim of the study is to identify the capabilities of the resource center in organizing an inclusive educational space in the region basing on the Republic ofDagestan. Research methods: analysis of documentation, pedagogical observation, questioning, rapid survey, focus-group method.

Results.  Research conducted basing on the North Caucasus Resource Center of Inclusive Education “Sozvezdie” (Constellation) of the Dagestan branch of the Russian Pedagogical Assembly allows to define the high potential of resource centers in the field of general and vocational education as organizers, which conduce the formation and development of the inclusive sociocultural environment, to define the main vectors of activity in this direction, the possibilities of the social organizations in inclusive idea advancing in the region.

The aim of this research is to study the formation of motivation for personally significant activities if adults with hearing and vision disorders.

Methods.  Theoretical analysis, test diagnostics, pedagogical experiment, qualitative and quantitative data interpretation.

Results.  A new approach to the formation of motivation for the personal significant activity of adults with hearing and vision disorders, based on the use of a set of diagnostic techniques that complement each other and adapted for the perception of subjects. The psychological and pedagogical approach is based on the use of assistive technologies of accompaniment with the use of sign language and contact sign speech as specific means promoting the activation of cognitive interests and motives.

Conclusion. The use of models, programs of emotional and volitional stabilization, overcoming anxiety, such as psychological theater, based on cognitive interests and motives contributes to the formation of motivation for significant activities of adults with hearing and vision disorders. The data of the research work can be used in further theoretical developments and in the practical activities of scientists, psychologists and teachers.

The aim of the article is to analyse, generalize the ideas about alternative communication as about the variety of intercourse means of deafblind people, to consider the concepts of verbal and nonverbal communication.

Methods.  Theoretical analysis of scientific literature and practical experience of training and accompaniment of deafblind people.

Result.  Social adaptation of deafblind is impossible without using the options of alternative and additional communication. Different ideas are considered about the methods of cooperation of persons with a double sensory defect, present scientific approaches are analyzed to the problem of providing and expansion of communicative possibilities of man and practical systems of additional communication.

Conclusion. It is necessary to use the different methods of communications behavior for broaden options of social integration of the persons with vision and hearing impairments.