СРАВНИТЕЛЬНЫЙ АНАЛИЗ ПРЕДПОСЫЛОК СОЦИАЛЬНОЙ КОММУНИКАЦИИ ПОДРОСТКОВ С МЕНТАЛЬНЫМИ НАРУШЕНИЯМИ

Abstract

Introduction. Currently, the issues of studying and developing communicative skills in children with disabilities are among the priority areas of modern correctional pedagogy and rehabilitation. The relevance of this issue is due to the need to expand the possibilities of their socialization, which is closely related to the formation of a system of life competencies based on knowledge of the basic patterns of social interaction, the ability to effectively use communication skills with other people in various situations of daily activity. The greatest risks of social and communicative maladjustment are observed among children with intellectual disabilities. The article presents the materials of theoretical analysis and the results of a comparative study of the social and communicative sphere of adolescents with different levels of intellectual underdevelopment. Materials and methods. The experiment involved 118 adolescents with varying degrees of intellectual development disorders (42 children with delay in mental development, 49 adolescents with mild delay in mental development and 27 children with moderate delay in mental development). Empirical data were obtained on the basis of the scientific and Practical Center for Mental Health of Children and Adolescents named after G. E. Sukhareva and the Center for Speech Pathology and Neurorehabilitation of the Moscow Department of Health. In the process of research and preparation of the article, methods of analyzing literary sources, experimental methods of studying the social and communicative sphere, methods of statistical processing of research results were used. The results. The specific difficulties of communicative behavior that arise in adolescents with ASD, mild and moderate severity of intellectual disabilities have been identified. The experimental data obtained can be taken into account to determine the content of speech therapy work aimed at developing social communication skills in children with varying degrees of intellectual underdevelopment. Conclusion. The problem requires further study, development and implementation of special differentiated technologies for the formation of competencies in the social and communicative sphere of adolescents with intellectual disabilities.