PSYCHOLOGICAL AND VERBAL DETERMINANTS OF SELF-CONTROL COMPONENTS IN CHILDREN WITH DISABILITIES

Abstract

The article is deals with the problem of identification of the components of self-control as a system of independent actions of a student with a disability who performs intellectual and verbal commentary of implementation of an educational task. The object of the study includes regulatory learning actions of pupils with disabilities, the development of which in junior schoolchildren with hearing, vision, speech, musculoskeletal disorders, disorders of psychological development, and autism spectrum disorders is obligatory for the pedagogue in the light of the official requirements of the Federal State Educational Standard for the Primary General Education. The aim of the study is to reveal the determinants of self-control of pupils with different categories of developmental disorders. The methodological apparatus of research consists of: a theoretical analysis of scientific literature sources and a logical method of induction. The results of the work are presented by the determinants under identification – psychological and verbal criteria, which are manifested differently in the course of regulatory learning actions in the categories of children studied. The results of the study are presented in the form of tables “Psychological and verbal determinants of self-control” and “Regulatory learning actions at risk for failure in different categories of pupils with disabilities and ways of treatment”. The data obtained can be useful for the teacher to implement a differentiated approach, to choose feasible methods and techniques of developing self-control in junior schoolchildren with disabilities, taking into account the specificity of impairments. The conclusions indicate a significant practical potential of the study, the continuation of which might be effective for the needs of special pedagogy.