Formation of Communication Skills in Junior Schoolchildren with Intellectual Disabilities in the Conditions of Inclusive Education

Svitlana Stebljuk,Kristina Torop,Dina Shulzhenko,Iryna Kuzava,Yuliia Bondarenko,Nataliia Yarmola

doi:10.18662/brain/12.4/253

Abstract

The article deals with pedagogical and psycho-correctional means of ensuring communicative interaction of junior schoolchildren with disabilities (with mild and moderate mental retardation) in the context of inclusive education. Specifics of development of cognitive, emotional, personal-motivational, communicative and behavioural components of communication of a unique personality of a junior schoolchild under correctional and developmental influence and in the conditions of inclusive education are analysed. The definition of communication skills of children with special educational needs has been clarified. Systematic - neuropedagogical, competence, personality-oriented and communicative-activity approaches to consideration of methodical tools for formation of communicative skills in junior schoolchildren taking into account their special needs and individual capabilities are applied. A model of formation of communicative-personal potential in children with intellectual disabilities and correction of their communicative individual-psychological properties has been developed. The program on formation of communicative competence and providing positive motivation for communicative interaction among students with intellectual disabilities, taking into account neuropsychological and pedagogical recommendations, is substantiated.

Highlights

Neuropsychological analysis of the problem of communication of children with intellectual disabilities confirms the relationship between the work of their higher nervous activity with low levels of development of mental processes and emotional and volitional sphere, as well as insufficient needs for communication and social relations with peers and adults
The main purpose of our study is to develop a correctional and developmental program for formation of communicative competence in students with intellectual disabilities in an inclusive learning environment
Modern correctional pedagogy carries out a systemic approaches to development of correctional and developmental technologies for formation of communication skills in junior schoolchildren with intellectual disabilities

Summary

Introduction

Neuropsychological analysis of the problem of communication of children with intellectual disabilities confirms the relationship between the work of their higher nervous activity with low levels of development of mental processes and emotional and volitional sphere, as well as insufficient needs for communication and social relations with peers and adults. We believe that the communicative competence of children with disabilities is an important factor in their integration into the school community through a successful way of accepting their individual characteristics and further socialization in an inclusive learning environment. Generalized conclusions can be used as recommendations taking into account their practical significance in neuroscience in the work of primary school specialists, which are focused on personal and professional self-development and partnerships in an inclusive environment

Objectives

Conclusion