Abstract
The problem of socializing children with intellectual disabilities is revealed in the article as well as the ways of psycho-pedagogical support for their socialization at the stage of integration under the conditions of a special comprehensive school. In terms of present-day social-economic changes in our country, the problem of preparing people with special needs (various intellectual developmental disabilities) for independent living is aggravating. It demands them not only to acquire certain knowledge and skills but also the ability to solve different life problems, to adapt to new conditions determined by life and concrete circumstances, and successfully integrate to different life activity spheres. Thus the socialization support of children should become the important area of correction work at the educational, training and rehabilitation institutions. The influence occurs only under the conditions of special organization of pedagogical process. To reach the purpose and define the peculiarities of socialization among children with intellectual disabilities, empiric methods (talking, questioning, method of export evaluation, questionnairing, interviewing) are used; Study and generalization of pedagogical experience, which reveals the state and competence of teachers concerning the provision of pupils' socialization at the stage of integration at a special general education school, are also applied. The results of introducing the special correction developmental work are represented in the article. The analysis of the results shows the considerable increase of the general socialization level as well as the level of separate indicators at the stage of integration under the conditions of a special comprehensive school. The efficiency of the correction technology of socialization for children with intellectual disabilities proposed by us is emphasized.
Highlights
The problem of improving the content of personality oriented education is among the priority tasks in the modern education paradigm, as well as creating modern learning technologies, introducing new approaches in teaching and upbringing methods, aimed at overcoming problems connected with children who need special support. This raises the issue of socializing children with special needs, who cannot adapt to the independent living and work activities
That is why among the primary tasks are the following: search for modern teaching technologies, new methodological approaches to the psychological and pedagogical assistance in providing socialization of children with special needs, up-to-date understanding of educational process organizing in a special educational institution focused on social formation of the individual, as well as improving the course of teaching subjects within socializing students with intellectual disabilities
The effectiveness of psychological and pedagogical influence on the students at the stage of integration has been checked according to the indicators, which are determined while its verification. They prove that the positive tendency of student socialization depends on following: various forms of adequate use of the child’s psychophysical abilities, as well as the development of social and psychological qualities, which is necessary for functioning in a social group
Summary
The problem of improving the content of personality oriented education is among the priority tasks in the modern education paradigm, as well as creating modern learning technologies, introducing new approaches in teaching and upbringing methods, aimed at overcoming problems connected with children who need special support This raises the issue of socializing children with special needs (developmental or intellectual disabilities, in particular), who cannot adapt to the independent living and work activities. Considering the relevance of the problem at the present and its insufficiency in theoretical and practical issues, the need to find ways to improve the effectiveness of socializing students determines the development and practical implementation assistance pedagogical system at the stage of children integration in a special comprehensive school
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