ESSENCE, SIGNS AND SPECIFICITY OF FORMATION OF SUBJECT POSITION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE CONDITIONS OF PRIVATE AUXILIARY CLASSES

Abstract

The article is devoted to the theoretical understanding, systematization and generalization of the results of the study of the phenomenon of private auxiliary classes, which contribute to the formation of the subjective position of students with special educational needs. In modern education, the problem of forming the subjective position of students, which is understood as a condition for life security, is relevant. According to the theory of generations, the conditions in which modern children grow and develop are highlighted, which are fundamentally different from all previous time periods and affect the psychological and emotional aspects that determine the characteristics of students in the educational process. The concepts of "subject", "subject position", "special educational request" are analyzed. The characteristics of children with special educational requests are presented in order to identify the characteristics of students who need private additional classes. As a result of studying the characteristics of children with special educational requests, it was found that the manifestation of the student's subjective position is his awareness of his own special educational request and the adoption of purposeful efforts to satisfy it. Analysis of research on the specified problem showed that the level of formation, development and manifestation of the child's subjectivity depend on a number of factors, such as the student's personal qualities; the presence/absence of social experience; the content, complexity and novelty of the activity; the composition of the participants in the activity and their relationships; the presence/absence of developmental deficits and health characteristics. Private support classes, focused on satisfying the student's special educational needs, contribute to the child's awareness of his right to independent decisions and actions. The specificity of these classes ensures the formation of a subjective position through the child's determination of the purpose of the class, participation in discussing its content (class plan); the ability to determine the forms of activity, based on self-analysis; participation in setting goals for his own activity and its comprehension; granting the student the right to determine the content and scope of his activity in the class; the ability to evaluate his activity; analysis of the effectiveness of work in the class.