PRODUCTIVE THEORIES AND PSYCHOLOGICAL CONDITIONS OF THEIR IMPLEMENTATION IN PRACTICE

In the article psychological conditions of realization of existing theories of development and education are considered. It is shown that L. Vygotsky's theory of conceptuality in the speech formation requires the accentuation of certain components that can eventually be transformed into a reality of the correctional process. It is proved that the existing productive theories do not directly affect the essence of the educational process, but the development of special conditions for their implementation is required. These conditions include: professionalism and its characteristics; the essence of effectiveness, which is considered through the standard, the dependence of the achievement of the standard in effectiveness, which is related with the homogeneity or heterogeneity of the learning groups. In the first case we consider a generalized model of education, in the second - a set of diverse models. The essence of methodological requirements regarding educational processes and the principles of children with a hearing impairment teaching are revealed.