Readiness Of Teachers To Form Communicative Skills In Children With Disabilities

Abstract

The relevance of our study is due to the fact that at the present stage of the development of special and inclusive education, one of the main tasks is to create optimal conditions for the successful development of communicative competencies in younger students with disabilities. In this regard, this article discusses the readiness of teachers to work with children with special educational needs in the formation of communication skills as the most important condition that largely determines the success of adaptation and socialization in a society of younger schoolchildren with disabilities, contributing to the reduction of negative trends in personality development. . The leading research method is an experiment that allows a new assessment of the personal readiness of teachers for the formation and development of communication skills in younger students with disabilities. In the course of experimental work, the original author's technique was tested. The study participants were teachers of an educational institution. The article presents the peculiarities of teachers' response to the communicative manifestations of their pupils, the influence of teachers' own communicative actions on students. It takes into account the main patterns and individual features of the communicative development of younger schoolchildren with disabilities in the implementation of psychological and pedagogical support and planning of the correctional and educational process.