Личностная саморегуляция у младших школьников с ограниченными возможностями здоровья как условие их социально-психологической адаптации

Abstract

Introduction. Personal self-regulation is a precondition for successful activity and social adaptation of a child. Self-regulation is directly involved in the learning process which is the leading activity of a child in the primary school age. The development of personal self-regulation is of particular importance when it comes to children with disabilities. Object of research: primary school students with disabilities. Subject of research: personal self-regulation in primary school students with disabilities as a condition for their socio-psychological adaptation. Techniques used: 1) The method for assessing self-regulation “Sticks-Dashes” (U. V. Ulyenkova); 2) The method for assessing volitional qualities based on observation (A. I. Vysotsky); 3) The questionnaire of social and psychological adaptation of personality (K. Rogers, R. Diamond). Research results: 1) A primary school student who has a physical disability but only minor mental impairments showed a higher level of self-regulation than children who, in addition to a physical disability, have additional severe multiple developmental disorders (mental retardation). 2) Children with minor mental impairments mainly have difficulties with self-regulation when placed in a new unusual environment. Children with a concomitant diagnosis have difficulties with self-regulation even in a familiar environment. 3) Younger schoolchildren with disabilities, regardless of any accompanying complications, have difficulties with socio-psychological adaptation. The level of severity of such difficulties is heterogeneous across the group under study. Conclusion. The results of our study show the need for additional psycho-correctional work with primary school students with disabilities. This work should be aimed at developing self-control skills and increasing socio-psychological adaptation. As part of a further study, it is planned to draw up an individual program for each child.