Authors
- Levchenko Irina Y. Doctor of Psychological Sciences, Professor
- Guseynova Ascha A. PhD in Education
- Manuylova Viktoria V. Doctor of Pedagogical Sciences
Annotation
In modern education, much attention is focused on the use of assistive technologies in accompanying children with severe multiple developmental disabilities (TMD). Russian scientists consider assistive technologies as ways of using a variety of assistive tools and services in the educational process to ensure increased autonomy and functionality of children in this category. The authors of the article describe the category of children with TMNR. The concept of “assistive technology” and the advantages of using these technologies in the process of teaching and raising children of this category are described in detail. The article presents the results of a monitoring study conducted in 2024 in order to collect information on the demand for assistive technologies in the process of accompanying students with TMNR. The authors chose a remote survey of teachers accompanying children with TMNR and parents raising children of this category as the main method of monitoring
research. 80 respondents took part in the survey: 50 teachers and 30 parents raising children of this category. The authors indicate the problems that teachers face in the process of using assistive technologies in working with children with TMNR, the most in-demand, in their opinion, assistive technologies in the course of teaching and educating students of this category, and present the measures proposed by teachers to improve the effectiveness of working with these technologies. The article presents the difficulties and needs in the use of assistive technologies by parents raising children with TMNR at home. Of particular interest are the proposals put forward by parents aimed at improving the accessibility and effectiveness of the use of assistive technologies in the process of accompanying children of this category.
How to link insert
Levchenko, I. Y., Guseynova, A. A. & Manuylova, V. V. (2025). THE STUDY OF THE DEMAND FOR ASSISTIVE TECHNOLOGIES IN THE PROCESS OF TEACHING CHILDREN WITH SEVERE MULTIPLE DEVELOPMENTAL DISORDERS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 19 (1), 188. https://doi.org/10.24412/2076-9121-2025-1-77-188-201
References
1.
1. Bitova, A. L., & Boyarshinova, O. S. (2018). Developmental care for children with severe and multiple developmental disabilities. Moscow: Terevinf. 114 p. https://www.osoboepravo.ru/files/book/file/razviv_ukhod_20171002_cvet.pdf
2.
2. Levchenko, I. Yu. (2019). Methodological foundations of the examination system for children and adolescents with severe multiple developmental disorders. Monograph. Moscow:
MGPU, 112 c. https://www.elibrary.ru/item.asp?id=45766312
3.
3. Levchenko, I. Yu., Volkovskaya, T. N., & Nadtochiy, A. P. (2019). Features of non-verbal means of communication in children with severe multiple disabilities. Child and Adolescent
Rehabilitation, 1(37), 13–19. https://www.elibrary.ru/item.asp?id=37603057
4.
4. Nazarova, N. M. (2020). The problem of assessing the quality of inclusive education. In: Global trends in special and inclusive education. Collection of scientific articles
based on the materials of the International Scientific and Practical Conference (pp. 169–176). https://www.elibrary.ru/item.asp?id=44452452
5.
5. Millar, D., Light, J., & Schlosser, R. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental
disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49, 248‒264.
6.
6. Allan, J. (2012). Principles of assistive technology for students with visual impairments Texas school for the blind and visually impaired. Retrieved on 2015, August 6th
from http://www.tsbvi.edu/math/72general/1076-principles-of-assistive-technology-for-students-with-visualimpairments
7.
7. Yakovleva, I. M. (2020). The problems of inclusive education of children with disabilities at the present stage. In: Global trends in special and inclusive education. Collection
of scientific articles based on the materials of the International Scientific and Practical Conference (pp. 276–281). https://elibrary.ru/item.asp?id=44452472
8.
8. Ekzhanova, E. A. (2022) The current state of special and inclusive education. Systems Psychology and Sociology, 2(42), 26–35. https://doi.org/10.25688/2223-6872.2022.42.2.03
9.
9. Guseynova, A. A., & Manuilova, V. V. (2020). Organizational and methodological aspects of distance learning for children with special educational needs. In: SHS Web of Conf., vol. 87. International Scientifc and Practical Conference “Teacher Professionalism: Psychological and Pedagogical Support of a Successful Career”. https://www.shs-conferences.org/articles/shsconf/abs/2020/15/shsconf_ictp2020_00042/shsconf_ictp2020_00042.html
10.
10. Bogdanova, T. G., Huseynova, A. A., & Nazarova, N. M. (2024). Pedagogy of inclusive education. Textbook. Moscow: INFRA-M. 335 p. (Series “Higher education: Bachelor’s degree”). https://www.labirint.ru/books/686259/
11.
11. Basilova, T. A. (2008). How to help a child with a complex developmental disorder: a guide for parents. Moscow: Enlightenment, 111 p.
12.
12. Golovchits, L. A. (2011). To the problem of terminology: “complex, multiple, complex...” developmental disorders. Defectology, 3, 3–11. https://elibrary.ru/item.asp?id=16334287
13.
13. Pereverzeva, M. V. (2012). Using the method of systematic observation to assess self-service skills in children with severe developmental disabilities. Correctional pedagogy:
Theory and practice, 2(49), 1–9. https://cyberleninka.ru/article/n/ispolzovanie-metoda-sistematizirovannogo-nablyudeniya-dlya-otsenki-samoobsluzhivaniya-detey-s-tyazhelymi-
mnozhestvennymi/viewer
14.
14. Alekseeva, E. I. (2014). Formation of communication skills using alternative communication tools in children with severe and multiple developmental disabilities. Upbringing and education of children with developmental disabilities, 3, 1–16. https://elibrary.ru/item.asp?id=50023930
15.
15. Levchenko, I. Yu. (2018). Competencies of a modern specialist in the field of working with children with severe multiple developmental disorders. In: The evolution of deafness and what follows from this. Collection of materials of the Fourth International Scientific and Practical Conference, 47–48.
16.
16. Huseynova, A. A. (2016). Special conditions for education for students with severe (multiple) developmental disabilities. In: The problems of implementing the Federal State Educational Standard for children with disabilities. A collection of articles based on the materials of the round table, 47–54. https://elibrary.ru/item.asp?id=26402506
17.
17. Huseynova A. A. (2022). The use of assistive equipment in teaching children with disorders of the musculoskeletal system. Special education, 2(66), 46–54. http://elar.uspu.ru/bitstream/uspu/17112/1/speo-2022-02-03.pdf5
18.
18. Karanevskaya, O. V. (Ed.) (2022). Methodological recommendations on the use of alternative and additional communication (ADC) in inpatient social service institutions.
Moscow: Terevinf. 252 p. https://ccp.org.ru/wp-content/uploads/2022/08/ADK-na-sai-t-1avg22.pdf
19.
19. Solovyova, T. A., Pereverzeva, M. V., Lazurenko, S. B., Pavlova, N. N., Golovchits, L. A., Basilova, T. A., Bitova, A. L., Isaeva, T. N., Karanevskaya, O. V., & Filatova, I. A. (2023). Methodological recommendations on the use of alternative and additional communication tools in the process of teaching and upbringing children with TMNR. Moscow: IKP. https://ikp-rao.ru/wp-content/uploads/202
20.
20. Nabokova, L. A. (2009). Modern assistive devices for people with motor disorders. Defectology, 4, 73–80. https://www.elibrary.ru/item.asp?id=12873488
21.
21. Guseynova, A. A. (2022). Special educational needs of preschool children with musculoskeletal disorders. In: Education of Children with Special Needs: Theoretical Foundations
and Practical Experience in the Selected Works of Russian, Belarus, and Polish Scholars (pp. 203–209). Springer Nature Switzerland AG (Cham). https://elibrary.ru/item.asp?id=50168718
22.
22. Doncheva, J., Rahim Abdul Hussein, F., Habeb Al-Obaydi, L. (2022). Pedagogical interactions for sensory development in preschool children. Proceedings of university
of ruse, 61, book 6.2, 35–42. https://conf.uni-ruse.bg/bg/docs/cp22/6.2/6.2-6.pdf
23.
23. Manuilova, V. V. (2023). The readiness of administrative, managerial and pedagogical teams of professional educational organizations to implement inclusive processes.
Corrective pedagogy: theory and practice, 3(97), 23–27. https://elibrary.ru/item.asp?id=54900157