EXPERIMENTAL STUDY OF THE SOCIAL-PERCEPTIVE COMPONENT OF SOCIAL-COMMUNICATIVE COMPETENCE OF YOUNGER SCHOOL STUDENTS WITH DISORDERS OF INTELLECTUAL DEVELOPMENT

Abstract

The article is devoted to one of the current problems of special pedagogy - the structure of social and communicative competence of younger schoolchildren with intellectual disabilities. The competence approach, reflected in the educational legislation of Ukraine and the concept of the New Ukrainian School, protects the child with special educational needs, supports the need to learn throughout life, which is important for his socialization, and creates conditions for the formation and development of key competencies.

The article presents the results of a ascertaining study of the structure of the social-perceptive component of the social-communicative competence of children of primary school age with intellectual disabilities.

In the research process, a methodological complex was used: the author's method "Domestic helper", the "Photo Riddle" method by N. Bilopolska and "Emotional faces" by N. Semago.

It was found that the temporal component of the social-perceptive component in younger schoolchildren with intellectual development disorders develops disharmoniously: the formation of the psychological past is inhibited, but due to inclusion in the peer group, the process of forming the primary social image in them continues. As part of the social-perceptive component of the social-communicative competence of children of primary school age with disorders of intellectual development, the temporal component is characterized by a combination of the phenomena of a negative attitude towards growing up and denial of old age, which may signal a tendency to experience an intrapersonal conflict that distorts the course of normal growing up in the social environment and affects the implementation of social perception. In the process of perceiving another person and comparing themselves with him, children focus mainly on perceptually available external signs. The pedagogical value of ideas about the future in the process of forming the social and communicative competence of children of primary school age with intellectual disabilities is important, because it performs a motivating function, but it is not sufficiently actualized. Recognizing the emotional state of other people requires formative influences.