Practical Training of Special Education Students as a Resource of Accessibility of Social and Communicative Environment
The article is devoted to the analysis and importance of the first educational practice of special education students as a resource to expand the access to social-communicative environment. Attention is focused on the fact that for the realization of the rights and successful socialization of children with developmental disabilities not only technological accessibility of the environment is important but social as well. Expanding the availability of social and communicative environment is a two-way process. Communication with trainees allows children with special educational needs to expand their own «boundaries» of inclusion in society: to acquire social skills and communicative experience, to form and develop positive emotions, feelings of trust and comfort, to reveal the motivation of interaction with the world. Interaction with children with disabilities allows students to acquire necessary professional competencies and test themselves for professional suitability: to learn to understand the essence of the organization of the correctional educational process and adequately treat people with any developmental disabilities, and to conduct educational activities in society. The authors make a conclusion that the availability of social and communicative environment makes the process of becoming an expert in special education more intensive and effective.
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