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PECULIARITIES OF EVERYDAY COMPETENCE FORMATION OF PRIMARY SCHOOLCHILDREN WITH HEAVY SPEECH DISORDERS // Pedagogical Review. 2018. Issue 1 (19). P. 92-97

A detailed theoretical analysis of scientific research in various fields of knowledge allows us to conclude that the initial stage of school education for children with heavy speech disorders is closely interrelated with the problems of formation of their social and everyday competence. The article presents the results of the study of everyday competence, describes its features in primary schoolchildren with heavy speech disorders, and also offers a diagnostic tasks for children and questions for educators who observe children in natural conditions. Everyday competence includes the possession of personal hygiene skills, dressing / undressing skills, self-service skills at the table and household skills. The study of the formation of the everyday competence of primary schoolchildren with heavy speech disorders in the process of ascertaining experiment has shown that pupils of the first and second forms need a purposeful formation of this competence. Special attention should be given to the formation of the group of self-service skills at the table and the skills of dressing / undressing. The results of the research presented in this article can be used in planning the work aimed at correcting everyday competence of primary school aged children with heavy speech disorders, with the inclusion in the corrective work of modules that contribute to the formation of social and general competence.

Keywords: social and everyday competence, household competence, social adaptation, junior schoolchildren with severe speech disorders

SOCIAL AND COMMUNICATIVE DEVELOPMENT OF CHILDREN WITH MILD MENTAL RETARDATION // Pedagogical Review. 2019. Issue 6 (28). P. 17-22

Currently, the urgency of the problem of socialization of children with special educational needs in an inclusive education is becoming extremely important. In education organizations, the number of children with disabilities significantly increases, who have a decrease in the communicative-cognitive need for communication, persistent violations of all parts of the communicative act, which creates significant barriers to interpersonal interaction. In the educational practice of children with special educational needs, the key concept is their successful social adaptation, which is the inclusion of the individual in society, as a result of which the individual’s self-awareness and role behavior, the ability to self-service and interact with others are formed. And only in the process of social adaptation does an individual become a person who possesses the necessary life competencies for a full-fledged existence in society. The article presents the results of a theoretical study of the problems of social and communicative development, the possibilities of communicative activity of children with mild mental retardation. The necessity of targeted corrective and pedagogical assistance in the formation of communicative activities based on identifying real situations in role-playing games that can be included in the corrective work of modules that contribute to the social adaptation of children in this category as a whole is emphasized.

Keywords: social adaptation, mental retardation, communicative activity, communication, simulation of real situations