Abstract

The article represented theoretic analysis of the literature on the problem of psychological and pedagogic support of disabled children. It defined the following terms: a successfully adapting disabled child, a model, interaction of specialists, psychological and pedagogic support. The article also determined the key components of a successfully adapting disabled child: personal (includes such features as confidence, adequate self-esteem, and emotional well-being), academic (elementary ideas about himself and the world around, mathematical ideas, grammar basics), and life (general educational, communicative, social and every day knowledge and skills). Besides, it offered a model of interaction between specialists in psychological and pedagogic support of disabled children. The following interrelated components represented the model: the purpose component, the content-related component, the procedural component, and the evaluative and effective component. The article represented the results of the ascertaining, forming, in the control experiment where the evidence indicated that the personality model of a successfully adapting disabled child was developed by the interaction of various specialists (a resource teacher, a speech and language pathologist, and an educational psychologist).

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