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ESTABLISHMENT AND DEVELOPMENT OF NEW RELATIONS TOWARDS HANDICAPPED YOUTH IN THE STATE AND SOCIETY Kupalov S.U. (Republic of Uzbekistan) Email: Kupalov446@scientifictext.ru
Kupalov Sanjar Ulugbekovich - Associate Teacher, PHYSICAL EDUCATION DEPARTMENT, URGENCH STATE UNIVERSITY, URGENCH, REPUBLIC OF UZBEKISTAN
Abstract: the family plays a special role in the system of institutions of the society in terms of their historical-cultural role, demographic characteristics and social pedagogical functions. Older social relations, political, legal and economic factors influence the formation of the family as a separate microinstitute, and, in turn, contribute to the well-being of the family, the ethnocultural and historical development of the family. This article deals with the problems associated with this. We hope that this article will be helpful for future teachers.
Keywords: family, formation, institution, function.
СОЗДАНИЕ И РАЗВИТИЕ НОВЫХ ОТНОШЕНИЙ К ОБРАБОТКЕ МОЛОДЕЖИ В ГОСУДАРСТВЕ И ОБЩЕСТВЕ Купалов С.У. (Республика Узбекистан)
Купалов Санджар Улугбекович - ассоциированный учитель, отдел физического образования, Ургенчский государственный университет, г. Ургенч, Республика Узбекистан
Аннотация: семья играет особую роль в системе институтов общества с точки зрения их историко-культурной роли, демографических характеристик и социально-педагогических функций. Старые общественные отношения, политические, правовые и экономические факторы влияют на формирование семьи как отдельного микроинститута и, в свою очередь, способствуют благополучию семьи, этнокультурному и историческому развитию семьи. В этой статье рассматриваются проблемы, связанные с этим. Мы надеемся, что эта статья будет полезна для будущих учителей.
Ключевые слова: семья, образование, институт, функция.
The educational system in each country has certain goals. The development of the state and the society, its future, is determined by the fact that the state of the country is physically strong and healthy. Unhealthy and disabled childbirth is a tragedy for any family. Therefore, while private (correctional) pedagogy engages in educating members of society who have problems with their development as part of the general pedagogy, they are responsible for ensuring social integration among healthy community members. Therefore, one of the most important tasks facing special pedagogy is to find new ways and means of linking family education with social education, as well as conducting scientific and practical research on this path. In our country, serious attention is being paid to the issues of raising children in the national spirit, intellectual, spiritual, moral and physical development, as well as the promotion of social life in the society at the level of independent, mature citizenship.
Families with a mentally retarded child are facing a lot of difficulties. As a result of conversations with mothers, it is determined that the behavior of their children, such as aggression, inclination, sexual orientation and so on became clear. It is not only a matter of concern, but also anxiety.
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Mothers are often unaware of their condition and do not know how to educate mentally retarded children (especially in adulthood). Indeed, those with a disability often have difficulty living independently. They need to be taught self-help, transportation, and much more, but their lives can not be safer. They will be deprived of parental care or assistance from other adults. For many years, the only alternative way for the mentally retarded to live outside the family was the special boarding school. However, it should be noted that the conditions in them did not meet the requirements, so many parents would consider it extremely important to take their children with disabilities to their destination and would easily accept this decision.
In the last decade of the twentieth century, significant improvements have been made to the development of integration in many countries and to the decision-making and development of new relationships between the state and society in relation to children with disabilities, disadvantaged, particularly vulnerable children. At present, there is a system of institutions providing comprehensive assistance to mentally challenging children and their parents. Such institutions are functioning in health, social protection and education systems as non-governmental organizations. These include homes for orphanages, rehabilitation centers for children with disabilities, special preschool educational institutions, private (correctional) schools, schools and their private camps and others. These facilities are in different offices, have diversity and specialization. However, their goal is common: all of them are the most effective ways to support young people with disabilities, various ways of promoting them, and finding and implementing work methods.
The words "accompanying" and "integration" are now included in our everyday life, and special research is planned. We believe that this article will provide methodological assistance to pedagogue-defectologists working with mentally retarded children in their work, as well as in organizing cooperation with parents of mentally handicapped children. In addressing these challenges, it is required to raise the role and status of the family in the education and training of children with different disabilities.
The strength of families is a decisive factor that determines the economic, social, political, national security, development and prosperity of society. At the same time, increasing the threat of political, environmental, internal and external factors, the issue of ensuring proper education of children with disabilities in the family and the issue of their survival, which is the basic way of solving this problem, is a state-of-the-nation that requires a serious, is a topical issue. This issue is a very sensitive and extremely serious matter that never comes down to the agenda, never loses its relevance. Because the development of our society depends on how we deal with this issue today. Specific problems in the development of our society today are the lack of social and cultural deprivation of children in the country, inadequate living conditions for children with disabilities, dangerous ecological situation for children, inadequate nutrition, poor health, psychological and physical dysfunction of children's neuro-mental and somatic health. The effects of these factors can be particularly strong during childhood development. Therefore, during this period children are extremely sensitive to external socio-cultural and psychological-pedagogical factors. Insufficient consideration of these factors may be ineffective in the correctional-pedagogical process that is relevant to children belonging to the risky developmental group (i.e. various physical and mental defects in development). In the process of education and upbringing of such children, the responsibility of the family, preschools and school educators is a great responsibility. In order for family members to join in and work efficiently, they must have special training.
Leisure time in the family depends on many factors. The family first of all creates a leisure time, depending on their needs, interests, opportunities, interests. It also depends on family members, family budgeting, and more. Educators of private (correctional) nurseries and schools should have a deep knowledge of the clinical and psychological and pedagogical characteristics of children with intellectual disabilities. Parents of the mentally retarded children do not have access to modern methods of correction of their children's defects and their adaptation to society. Many parents feel that their children have suffered a
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relapse or anxiety because of the disability of their sons or daughters. They often think that their children's problems cannot be resolved. Only a few parents share their difficulties with others and find it very relaxed. Many are left alone and separated from society because of their illness. Parents usually try to hide the child's mental weakness. Children of pre-school and small school age are primarily in a small circle: family, kindergarten, school and neighborhood. This means that the impact of micro-mobility is largely determined by the collaborative efforts, achievements, educational conditions and the quality of the educational process, the level of interaction and interaction of the kindergarten, school, family and other social institutions.
Список литературы /References
1. Положение детей в мире на 2005 год. ООН. ЮНИСЕФ. Нью-Йорк, США, 2005.
2. Каримов И.А. Благосостояние семьи - это благополучие нации. Для безопасности и устойчивого развития. T. 6. T.: Турция, 1998.
3. Иномова М. Духовно-нравственное воспитание детей в семье. Т .: Низамий ном. TDPU. Институт истории народов Центральной Азии. 1999.
Список литературы на английском языке /References in English
1. The situation of children in the world in 2005. UN. UNICEF. New York. USA, 2005.
2. Karimov I.A. Family welfare is the well-being of the nation. / For security and sustainable development. T. 6. T.: Turkey, 1998,
3. Inomova M. Spiritually and morally upbringing of children in the family. T.: Nizamiy nom. TDPU. History Institute of Central Asian Nations, 1999.
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