FEATURES OF PSYCHOLOGICAL ADAPTATION TO SCHOOL OF FIRST-GRADERS WITH SPEECHDISORDERS IN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

The article deals with the problem of psychological adaptation to school of first-graders with speech disorders in inclusive educational environment. The article outlines the essence of the concepts of adaptation to school, which is understood as the adaptation of children to a modified system of requirements, norms and rules associated with the implementation of educational activities. It is determined by readiness to accept the role of a pupil, the formation of a positive attitude to school studies and a sense of emotional comfort in a new social space. The problem of disadaptation to school is determined; it is caused by a number of factors: internal (school readiness, peculiarities of psychophysical development, brain dysfunction, etc.) and external (irrational organization of learning, inconsistency of teaching methods and technologies with the age and functionality of children, etc.). The article substantiates the relevance of encouraging children with speech disorders to participate in inclusive learning in order to socialize them. The authors present the results of the empirical study according to which the personal, socio-psychological and psychophysiological aspects of the psychological adaptation of first grade pupils with speech disorders are formed at an insufficient level. Insufficient adaptability to school of this category of children happens due to personal immaturity, predominance of the game motive and insufficient acceptance of the role of a school student. Insufficient adaptation to the psychophysical aspect confirms the presence of pupils with speech disorders of endogenous factors, which cause their difficulties in learning, in particular neurological disorders manifested in rapid fatigue, difficulties to concentrate and slowing in the pace of processing educational material.That is, speech disorders are a destabilizing factor in the process of psychological adaptation of children to school. According to the results of the survey carried out by specialists of the support team the authors found insufficient level of professional competence in relation to the psychological adaptation of first-graders with speech disorders to school in inclusive environment. Thus, the great majority of specialists need help in increasing their professional competence in relation to the specified problems in the format of seminars, trainings and webinars.