SOCIAL COMPETENCE OF CHILDREN WITH INTELLECTUAL DISABILITY AS AN INDICATOR OF READINESS FOR EDUCATION
Alla Kolyshkina
A. S. Makarenko Sumy State Pedagogical University
Anna Chobanyan
A. S. Makarenko Sumy State Pedagogical University
PDF 71-86 (Українська)

Keywords

readiness for training, social competence, intellectual development violations, special pre-school education.

How to Cite

Kolyshkina, A. and Chobanyan, A. (2018) “SOCIAL COMPETENCE OF CHILDREN WITH INTELLECTUAL DISABILITY AS AN INDICATOR OF READINESS FOR EDUCATION”, PSYCHOLOGICAL JOURNAL, 11(1), pp. 71-86. Available at: http://apsijournal.com/index.php/psyjournal/article/view/196 (Accessed: 18June2018).
PDF 71-86 (Українська)

Abstract

The article discusses the readiness of children of senior preschool age with moderate mental retardation to schooling.  The authors pay special attention to social competence, because it significantly improves the adaptation of children with intellectual disabilities to schooling.  Of particular importance is the social development of a child with moderate mental retardation in the aspect of attracting a child to the socio-cultural environment.  The study of special methodological psychological and pedagogical literature made it possible to establish that the organization of special oriented instruction and upbringing is the main form of their social adaptation and development.  That is why the principle of creating the conditions for the least possible social deprivation, that is, the placement of a mentally retarded child in the least specific, closed, restricted environment, can become the key moment of the readiness for the education of children with moderate mental retardation in school.  It is possible to state with greater or lesser probability that the child of the older preschool age with moderate mental retardation has lowered the corresponding positive psychological prerequisites for socio-cultural development.  A child with a violation of intellectual development can achieve social standards that are adequate to a normal child.  With this approach, the mentally retarded schoolchildren significantly increase their social position and level of self-esteem. 

The psychological position of exclusivity, originality leads to the fact that the attitude to such a child of a social environment is determined by a socially established dimension.  The educational strategy for mentally retarded children should be to focus on minimizing their social position as little as possible.  In the absence or inadequate efficiency of work in this direction, in children with intellectual disabilities, suspicion is formed, distrust in relation to others.  A child can compensate for his/her own psychological difficulties by appropriate aggressive actions in relation to the social environment in which it is located.  The influence of the correctional teacher, a special psychologist, should be directed toward the accumulation by such a child of an internal, mental potential for a non-contradictory return to a zone of sociocultural action-mental, labor, communicative, and moral.  Indicators of social development of preschool children with moderate mental retardation are: the form of communication between the child and the adult;  means of communication between the child and the adult;  formation of the child's self-image;  the formation of ideas about other people;  the formation of ideas about the surrounding world, the adequacy of the use of environmental objects;  ways to assimilate social experience;  adequacy of behavior in unfamiliar surroundings;  the formation of social and everyday skills and habits, including gestures, language and drawings.  However, despite the conducted studies, the experience of forming social readiness for teaching children of the senior preschool age with moderate mental retardation remains insufficiently studied.

Thus, the orientation of national education on the personality of the child predetermines a new strategy of education on the basis of humanistic principles-the realization of the rights of a child with moderate mental retardation for education and the provision of conditions for identifying its possibilities in the process of specially organized education and upbringing and social life.

 

PDF 71-86 (Українська)

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