PECULIARITIES OF STUDYING ROLE BEHAVIOR IN PRIMARY SCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article reveals the peculiarities of the study of role behavior in primary school children with special educational needs. The relevance of the study in the context of the introduction of inclusive education, which involves the involvement of children with various types of disabilities in general education institutions, is outlined. The definition of "children with special educational needs" is given. The specific features of behavior and cognitive activity of children with special educational needs, their speech sphere are presented. The importance of integrating children with special educational needs into society through the development of their role behavior is emphasized. The definition of role behavior is given. Therefore, the purpose of the article was to develop methodological foundations for studying the formation of role behavior in primary school children with special educational needs. Research procedure. The article presents the procedure for studying the peculiarities of role behavior formation in primary school children with special educational needs. The study sample is characterized. The methods and techniques used in the empirical study are described in detail (observation of the formation of indicators of socio-organizational, cognitive, speech, physical development of primary school students; "Questionnaire for assessing the level of school motivation and adaptation"; "Methodology for studying the socialization of the student's personality"). The article presents indicators of socio-organizational, cognitive, speech, and physical development of children with special educational needs and their criteria. Results of the study. Based on the results of the study, it was found that optimal manifestations of role behavior are more typical for students with typical development (by 25%), and low - for students with SEN (by 25-50% according to various indicators). Conclusions. The results of the study confirmed the existence of differences in role behavior in normative children and children with special educational needs, which indicates the importance of taking into account the individual characteristics and needs of children with special educational needs during their integration into the general education space.