устойчивое развитие

«Mania» Structure and an Adaptive Model of Development of Didactogeny in Schoolchildren

The paper presents the results of a theoretical analysis of two development models of didactogeny in schoolchildren. The first model shows how «mania» structure of the development of didactogeny emerges in schoolchildren, which is pathological and characterizes most teacher-student conflicts accompanied by didactogenic disorders. The second model describes an adaptive circle of development of didactogeny in schoolchildren. As it is formed, there is a realization that a student has didactogeny, followed by a resolution of this problem.

Inclusive Education in Latvia for Children with Functional Motor Disorders in the Context of Sustainable Development

The article presents data pertaining to theoretical analysis of topical aspects of the problem of inclusion of children with low severity functional motor disorders in the general education village school in the context of sustainable development. The author views the problem of low status of students with low severity functional motor disorders in their interaction with classmates. The article presents results of the empirical study, which was carried out on a sample of 30 students of the 7–9 grades of basic school aged 13–17. The following diagnostic tools were used: J.