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The article presents theoretical and methodological aspects of social support for families with adolescents with musculoskeletal disorders (MSDs) in rehabilitation centres. In particular, it describes the process and results from the implementation of the author's work with mutual support groups of parents of adolescents with MSDs. The article aims to determine and quasi-experimentally verify the methods of rehabilitation of individuals with MSDs and prove their effectiveness in rehabilitation centres with the involvement of parents. During the implementation of the programme, social work with families in centres for social rehabilitation of children with MSDs consists of the following main areas: family therapy, family psychoprophylaxis, providing social assistance to families, mediation in resolving family conflicts, family counselling, social and pedagogical work with families. The content and forms of social and pedagogical work with the family are determined by a group of the following factors: a family type, problems in the family; areas of professional training of the specialist providing services to the family. The quasi-experimental group (EG) consists of 40 leavers from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs "Promin", who are diagnosed with cerebral palsy, and six leavers with mild mental disorders. The control group (CG) consists of 40 individuals diagnosed with cerebral palsy and seven individuals with mild mental disorders. The age requirement for EG is 14-19 years old. The formative experiment also involves 27 parents of children with MSDs. The measures taken during the experiment have contributed to developing the skills of conscious psychological separation from constant parental care, taking responsibility for their lives, setting real-life goals and destroying the position of helplessness in individuals with MSDs. The article shows that a set of causes and factors affecting families' well-being positively or negatively determines the interpersonal relationships and the traditions of family education. The international relevance of the article lies in the effective combination of social support for families with adolescents with MSDs in rehabilitation centres and parents' involvement. The author's methodology forms the basis for the new aspects of synergistic family and institutional rehabilitation and support. [ABSTRACT FROM AUTHOR]

In this article, the authors offer specific methodological measures to improve the legal awareness of children with special needs. The problem is highlighted taking into account the current state of development and educational postmodern experience. The main volume of the article highlights the content of the course "Human Rights" for children with disabilities and experimental testing of the effectiveness of such a course during implementation in a specialized institution. The authors used an interactive interdisciplinary approach with a focus on communication and the satisfaction and self-sufficiency of their own needs while being aware of them. Methods of research are theoretical (generalization, analysis of the relevant literature) and practical (model of the content of the educational process, practical implementation, diagnostic methods). We formulate the main result as follows: postcolonial society provides ample opportunities for the realization of the rights of children with disabilities, but they (especially in post-Soviet republics) are often uninformed and not even motivated to assert their rights. As part of the research, a special course entitled "Human Rights" in a changed social and educational environment (rehabilitation centre) was implemented in the educational process. After implementation, an evaluation survey was conducted to determine the effectiveness of the special course and specially created conditions in terms of improving legal knowledge and competence in comparison to children in ordinary conditions. Persons from MSDs improved their knowledge of human rights and the normative documents regulating them; of the institutions in the state that protect human rights; developed the ability to defend their rights at an elementary level and to submit written complaints to the appropriate institutions; changed for the better their attitude toward the honor and dignity of another person; toward the duties of a conscious citizen in present-day society; developed an understanding of their own adult life prospects; and have a positive attitude toward each other. We can recommend that rehabilitation colleagues use business games, trainings, visual aids (educational films, pictures, posters, photographs), elements of art therapy, isotherapy, music therapy; develop an information section on "Human Rights", etc. [ABSTRACT FROM AUTHOR]

The article proves that the socialization of adults and children with musculoskeletal disorders (MSDs) is closely related to development, education, rehabilitation and includes the following neuropsychological aspects: social adaptation, labour adaptation, assessment of prospects for one's adult life and creation of a nondiscriminatory environment in society. Besides, the article shows how the photography club implements such goals, as well as evaluates the effectiveness of its activities. The educational aim of the photography club was to familiarize persons with MSDs with the basic types of working with digital photography and basic computer programmes that enable processing of digital information; to develop their knowledge about the photography and design business, computer skills and independent work skills. The experimental group (EG) consists of 40 leavers (18 males and 22 females) from the Vinnytsia Centre for Social Rehabilitation of Children with Special Needs "Promin", who were diagnosed with cerebral palsy and six leavers with mild mental disorders. The age requirement for EG is 14-19 years old. The control group (CG) consists of 40 persons diagnosed with CP and seven persons with mild mental disorders (23 males and 17 females). The respondents managed to study different types of shooting: portraits, landscapes, group and individual photography. The photography club used different methods: verbal methods (mini-lectures, stories, explanations, conversations); practical methods (computer exercises, independent work, role-playing games), as well as paid considerable attention to the psychological correction of persons with MSDs. Unfortunately, most options of the respondents for employment are rather passive. Therefore, it is necessary to prepare persons with MSDs for competition in the labour market through psychological training and counselling. It is also crucial to promptly inform them about the dynamics of the labour market. The international relevance of the article lies in an attempt to adjust available electronic and software technologies to labour adaptation of people with MSDs and consider neurophysiological patterns of such a process. [ABSTRACT FROM AUTHOR]

According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education. [ABSTRACT FROM AUTHOR]