Теоретичні засади практики позашкільної освіти дітей з інтелектуальними порушеннями в Україні

Abstract

The article examines the problem of theoretical foundations of people with intellectual disabilities’ out-of-school education, its special significance as a social institution, one of the main factors of socio-cultural, professional mobility of the individual, which are deprived in socio-economic terms in society. It is established that the specifics of the activities of out-of-school education as an element of society, designed to fulfil the state order for the socialization of children and to promote social protection of the individual, its social formation and development. It is established that the effective socio-pedagogical activity of out-of-school educational institutions is due to the content, technological and organizational-pedagogical components that allow for an individualized approach to the child in the process of socialization (given the peculiarities of its habilitation due to the type and severity of intellectual disability); to reveal and develop the adaptive potential of a child with intellectual disabilities in the process of collective creative work in the natural environment of peers; implement mechanisms for coordinated interaction of social partners. It is determined that the leading role in the organization of extracurricular educational institutions for children with intellectual disabilities is assigned to methodological work aimed at developing and updating the extracurricular education content and methods of various areas. The article focuses on the development of individual programs of group work to socialize schoolchildren with intellectual disabilities.