ОБРАЗОТВОРЧА ДІЯЛЬНІСТЬ ЯК ЗАСІБ КОРЕКЦІЙНО-ВИХОВНОЇ РОБОТИ ДІТЕЙ З ВАДАМИ ІНТЕЛЕКТУ

Abstract

The urgent need of modern educational system is the formation of educational and correctional space for children with disabilities which will ensure not only getting education but also will allow the formation of a socio-life model of a personality of a child with disabilities in motor and intellectual spheres. It will allow children with special educational needs to realize their natural potential, to integrate into the society, to form a social-household model of behavior. The formation of rehabilitational and correctional developmental space to meet the educational needs of children with psychophysical deviations is necessary at the current stage of education development in Ukraine. Schoolchildren prefer artistic activities as the most interesting among other types of activities (educational, working, gaming). Drawing appears to be the most favourite one. Thanks to accessibility, clarity and specificity of expression drawing is approaching the game. According to Vygotsky L.S., Rubinstein S.L., Leontiev A.N. and other famous psychologists the human psyche is actively changing and rebuilding in the process of activity. Drawing as a form of activity includes many components of mental processes, and in this regard the former must be viewed as an important factor of personality formation. It is not by chance that drawing has been properly estimated in the initial period of educational science that deals with teaching children with disabilities of intellectual development. Drawing has been studied by scholars from different points of view: as a means of pedagogical influence, and as a means of psychological-pedagogical study of a child, and as a means of intellectual disability degree determination. Academician Bekhteriev V.M. wrote about child’s drawing as an objective witness of manifestation and development of child’s psyche. However, in the early stages of the formation of special pedagogy drawing was not considered a means of versatile correction of defects in the development of a child’s intellectual disability. It was mainly considered as a means of charitable influence on the general condition of children with developmental anomalies, and on their emotional and motor sphere in particular. Insufficiently deep study of the structure of artistic activity didn’t allow to see fundamental differencies in drawing by children with mental disabilities and by healthy ones. Psychological and pedagogical study of peculiarities of graphic activity of children with intellectual disabilities contributed greatly to the scientific justification of methodology of teaching drawing in a special school. Teaching children to draw was recognized as an important corrective means. It is also mentioned that art activity is an important factor in a child’s understanding of the world. Such scientists as Grabbrov A.N., Golovina T.N., Dulniev G.M., Zankov L.V., Soloviov I.M., Nudelman M.M., Shyf Zh.I. and others attached exceptionally great importance to drawing classes. Depicting activity requires a child to demonstrate different qualities and skills. In order to draw some object it must be carefully considered: that is to determine its form, structure, characteristic details, colour, position in space. The requirement to convey in the drawing the similiarity with the depicted object forces a pupil to notice in it such properties and features which, as a rule, don’t become the object of attention during passive observation. In the course of purposeful drawing classes pupils start making comparisons better, establish similiarities and differences between objects easier, understand the relation between the whole and its parts more deeply. Drawing contributes to the development of the analytical and synthetic function of thinking. The issue of increasing of effectiveness of teaching and upbringing children with special needs is topical for Ukraine, as well as for other countries as a great number of children have developmental disorders. Inclusion involves the creation of an educational environment which meets the needs and capabilities of each child regardless of the peculiarities of its psychophysical development. The key factor of promoting inclusive education is training teachers of high psychological and pedagogical culture. Art has the potential to improve the training of specialists in the inclusive education environment. The peculiarities of using art to train future professionals are studied in the paper.