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Journal of Modern Foreign Psychology
2022. Vol. 11, no. 3, 17–26
doi:10.17759/jmfp.2022110302
ISSN: 2304-4977 (online)

Modern models of prevention and correction of learning difficulties in the work of school support services in foreign countries

392

E.I. Isaev, S.G. Kosaretsky, Y.P. Koroleva

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Abstract

The article describes the approaches to prevention and correction of learning difficulties used in the work of school support services abroad (USA, Australia, Portugal, Sweden, Finland, etc.). The general features of the implemented models are supposed to be: multilevel support system, multidisciplinary (interdisciplinary) teams, use of an individual development (education, support) plan, etc. The features of the roles of school level specialists (teacher, school psychologist, social worker, etc.) and their interaction in the process of organizing assistance to children are also taken into consideration. We paid attention to the specific features of the implementation of approaches, problems and limitations encountered in practice and discussed the perspective for the implementation of these approaches in Russian education.

General Information

Keywords: learning difficulties, response to intervention, interdisciplinary approach, multidisciplinary team, multilevel support organization, evidence-based educational practice

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/jmfp.2022110302

Funding. The study was carried out within the framework of the state task of the Ministry of Education of the Russian Federation dated 30.05.2022 No. 073-00110-22-04 «Diagnosis of learning difficulties in primary school students».

For citation: Isaev E.I., Kosaretsky S.G., Koroleva Y.P. Modern models of prevention and correction of learning difficulties in the work of school support services in foreign countries [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 3, pp. 17–26. DOI: 10.17759/jmfp.2022110302. (In Russ., аbstr. in Engl.)

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Information About the Authors

Evegeniy I. Isaev, Doctor of Psychology, professor, Professor, Chair of Pedagogical Psychology named after Professor V.A. Guruzhapov, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4652-5780, e-mail: eiisaev@yandex.ru

Sergey G. Kosaretsky, PhD in Psychology, Director of the Pinsky Centre of General and Extracurricular Education, Institute of Education, HSE University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8905-8983, e-mail: skosaretski@hse.ru

Yana P. Koroleva, researcher, PhD Student, HSE University, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9324-6736, e-mail: yakoroleva@hse.ru

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