Study of the communicative skills formation of children with moderate intellectual disorders

Abstract

The article highlights the main results of our empirical study. The necessity of increasing attention to the formation and development of students' communicativeness in the process of learning the Ukrainian language is substantiated. The research used such methods as theoretical analysis of literary sources, observation of the pedagogical process, questionnaires, interviews, pedagogical ascertaining experiment. The aim of the study was to determine the state of formation of communication skills in junior high school students with moderate intellectual disabilities. We studied children's ability to use verbal or nonverbal communication skills as a means of communicating with others.

Based on the theoretical analysis of scientific literature, study of the experience of special educational institutions, as well as their own practical experience of working with children in this category, the organizational and pedagogical conditions for optimizing the process of forming communication skills in students were determined.

To solve the tasks in the empirical study, we used a set of techniques that allow to determine the type of communication between child and adult, as well as the nature of the selective attitude of children to "social" (with human image) and "non-social" (with different objects) visual influences, as well as communicative tendencies of students. The content of the observational experiment was, in particular, to determine the predominant form of communication between a child and an adult. To diagnose the situational-business form of communication, a game conducted by a teacher was used. To diagnose non-situational-personal form of communication, the experimenter used conversations on topics familiar to children. In determining the predominant form of communication between a child and an adult, attention was paid to all manifestations of verbal and nonverbal communication, as well as to the time spent on interaction. The method of assessing the communicative aptitudes of the child's personality also allowed to provide opportunities for the development of communication skills of students. The main approach to processing the results of the study was a comparative approach. Using it, we were able to analyze student achievement.

According to the results of the conducted observational research, the levels of formation of communicative skills of schoolchildren were determined. Low and very low levels of communicative tendencies of students were stated. Prospects for further research to optimize the process of forming communicativeness of junior high school students are outlined.