Features of diagnosis of communicative activity of schoolchildren with intellectual disability
Abstract
The article is dedicated to the study of the features of communicative activity of students with a developmental delay, the formation of motivational, operational and cognitive components of communicative activity. An empirical study allowed to determine the degree and qualitative features of the components of communicative activity in children with intellectual disabilities.
On the basis of theoretical and empirical research methods, features of the functioning of the motivational, operational and cognitive components of communicative activity were determined.
The motivational component allows to identify the personal and social needs that determine the communicative activity of the individual, the operational – communicative behavior that meets the standards of conduct in society and is carried out through self-regulation; cognitive – communicative competence and culture, which are determined by communicative qualities, knowledge, abilities, skills, competences.
The results of the study provide grounds to assert that in schoolchildren with developmental delay students lack sufficient formation of the communicative activity, namely: the predominance of dominant forms of behavior with negative attitude towards peers from a joint activity characterized by a low need for communication, affective manifestations of behavior, tendency to provoke conflict, limited communicative possibilities; high level of conflict, increased level of aggressiveness, expressed in affective, frustrated forms of deviations in the emotional-volitional sphere; low level of interactions with others, low level of development of the need for communication with the surrounding people, imperfect communicative means of making contacts. The low state of the formation of components of communicative activity leads to significant difficulties that arise when interacting with one another, which in turn affects further socialization and integration into society
References
2. Еникеев М. И. социальная психология / М. и. еникеев. — М.: Приор, 2000. — 160 с.
3. Омельченко І. М. Простір комунікативної діяльності дошкільників із затримкою психічного розвитку: структура, чинники недорозвитку, умови формування / і. М. Омельченко // збірник наукових праць кам’янець-Подільського національного університету імені івана огієнка / за ред. о. в. Гаврилова, в. і. співака. – вип. XX в двох частинах, частина 2. серія: соціальнопедагогічна. – кам’янець-Подільський : Медобори-2006, 2012. – с. 380–390.
4. Прохоренко Л. І. особливості мотиваційного компоненту саморегуляції у молодших школярів із затримкою психічного розвитку в навчальній діяльності / л. і. Прохоренко // освіта осіб з особливими потребами: шляхи розбудови. –2012. – вип. 3(1). -–с. 129–133.
5. Петровский А. В. социальная психология коллектива / а. в. Петровский, в. в. Шпалинский. ‐ М.: Просвещение, 1978. ‐ 176 с.
6. Ferguson C.J. the effectiveness of school-based anti-bullying programs: a meta-analytic review / C. J. Ferguson, C. San Miguel, J. C. Kilburn //Crim Justice Rev. —2007. —32(4). — р. 401–414.
7. Xin Z. the Differences of Social Anxiety of Adolescents with Different Sociometric Status / Z. Xin, lChi, B. liu // Chinese Mental health Journal. —2004. —Vol 18(4). — 231–232.
