What problems arise at exceptional children?
are characteristic Of exceptional children the exaggerated fears as they are capable to imagine a set of dangerous consequences. They are also extremely susceptible, emotionally dependent, unbalanced, impatient. Allocate the following problems of such children...
Hostility to school. Such relation often appears because that the training program is boring and uninteresting for exceptional children. Violations in behavior can appear because the curriculum does not correspond to their abilities.
Game interests. to Exceptional children like difficult games and those of which their peers are fond are uninteresting. Thereof the exceptional child appears in isolation, retires into oneself.
Nonconformism. Exceptional children, rejecting standard requirements, are not inclined to conformism, especially if these standards are contrary to their interests.
Immersion in philosophical problems. For exceptional children it is characteristic to think of such phenomena as death, afterlife, religious beliefs and philosophical problems.
Discrepancy between physical, intellectual and social development. Exceptional children often prefer to communicate with children of advanced age. From - for it sometimes it is difficult for them to become leaders.
Commitment to excellence. the internal requirement of perfection is characteristic Of exceptional children. From here feeling of a dissatisfaction, own inadequacy and low self-assessment.
Need for attention of adults. owing to aspiration to knowledge exceptional children quite often monopolize attention of teachers, parents and other adults. It causes friction in the relations with other children. Quite often exceptional children intolerantly treat the children standing below them in intellectual development. They can push away surrounding with the remarks expressing contempt or impatience.
Thus, preservation and development of endowments is a problem of progress of society, realization of its creative potential and individual destinies.
Exceptional children differ from other children in the special perception of surrounding reality, speed of the cogitative operations, “brightness“, the independent way of thinking, inability to accurately part reality and the imagination, the exaggerated fears and another.
It is important to teacher to consider some features in work with exceptional children:
- creation of optimum conditions for development of exceptional children;
- various forms of work with exceptional children;
- cooperation in educational activity;
- independent activity of pupils.
One of the major features during the work with exceptional children - creation of the conditions stimulating development of creative thinking.
For this purpose it is necessary to plan work on the following directions.
1. Creation of system of identification of exceptional children:
- the psychologist - pedagogical research of first graders;
- system supervision over children from a class in a class;
- identification of children for more in-depth individual studies;
- system diagnosing by the psychologist.
2. Organization of educational process:
- non-standard lessons;
- inclusion of children in research activity, independent search of truth;
- work with additional literature;
- considering and reflection, statement of the opinion, non-standard tasks;
- preprofile and profile training;
- exhibition of creative works.
3. Development of creative abilities of pupils by means of interrelation of lessons with out-of-class work on a subject:
- organization of research work of pupils;
- the advancing tasks of the creative plan;
- participation of children in the Olympic Games, conferences, competitions;
- providing basic additional education (organization of open classrooms, elective courses, work of subject circles);
- carrying out scientifically - practical conferences in elementary, middle and senior grades.
4. the All-developing actions:
- traditional actions at school;
- subject decades.
Besides all this it is possible to allocate the main forms of work with exceptional children:
1. Creative workshops.
2. Group classes in parallels of classes with strong pupils.
3. Open classrooms.
4. Circles on interests.
5. Occupations by research activity.
7. Intellectual marathon.
8. Scientifically - practical conferences.
9. Participation in the Olympic Games.
10. Work on individual plans.
Cooperation in educational activity - a versatile problem for the teachers working with gifted school students. Such cooperation has to be characterized: creation at a lesson of the confidential interpersonal relations, mutual personal knowledge, recognition of the right of the pupil for a mistake, discussion with pupils of the purposes and problems of joint activity, use at a lesson of mutual control of pupils and application of marks as incentive incentive to the doctrine.
Realization of independent activity of pupils is possible when using modern technologies of group training, a method of the projects allowing to individualize educational process, and the pupil - to show independence in planning, the organization and control of the activity.
Today special programs for work with exceptional children are created, schools in many countries are reconstructed towards the differentiated training. Are developed special in a complex - training programs within which the pupil can move more freely, than according to the usual program.
In the USA courses on training in leadership of gifted teenagers are created, the individualized modes of work under “educational contracts“ which are signed between pupils and teachers are popular; they allow the teacher to save time, and - to work as the pupil at individual speed.