DOI: 
http://dx.doi.org/10.15293/1813-4718.2403.11
UDC: 
376.2
Averichev Evgeny L.
teacher of biology and geography of Comprehensive School of psychological and pedagogical support with the implementation of medical rehabilitation of children with musculoskeletal disorders No. 100, Postgraduate student, Kuzbass Institute of Education Development, averichev-evgeny@mail.ru, Kemerovo

Interaction of subjects of the educational process as a conditioned actualization of students’ personal abilities, taking into account the needs in education

Abstract: 
The trend towards an increase in the number of students with disabilities necessitates the development of a system of psychological, medical and pedagogical support in educational institutions that takes into account the special educational needs of such children. The purpose of the article is to consider the model of functioning and interaction of subjects of the educational process within the framework of continuous psychological, medical and pedagogical support for students with special educational needs. Methodology. The methodological basis of the study was the theoretical and methodological aspects of the formation of a socially adaptive educational space (N. P. Abaskalova, E. M. Kazin, N. E. Kasatkina, O. G. Krasnoshlykova, I. A. Sviridova); the concept of socio-psychological and physiological adaptation of students (E. M. Kazin, N. E. Kasatkina, V. P. Kaznacheev, R. M. Baevsky). Research results: the article shows the specifics of psychological, medical and pedagogical support for students with disorders of the musculoskeletal system, discusses the tasks and ways of interaction between subjects of education in order to create an adaptive, developmental and health-saving environment in an educational institution. In conclusion, it is pointed out the need for constant interaction of participants in psychological, medical and social support of students in order to effectively actualize the personal potential of students with special educational needs.
Keywords: 
psychological; medical and pedagogical support; personal potential; special educational needs; limited health opportunities
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References: 

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