PHENOMENOLOGY OF CONFLUENCE IN FAMILY INTERACTIONS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The aim of the article is to determine the phenomenology of confluence in family relationships of children with special educational needs and the impact of this phenomenon on the process of their personal development. An analysis of modern research devoted to the process of social adaptation of children with special needs to the school period is carried out. The psychological concepts of confluence and separation, their mechanisms and factors are considered. A categorization of such concepts as "attachment", "self-differentiation" and "child-parent relationships", which are directly related to the concept of psychological separation, is carried out. The role of psychological separation of a child from parents is revealed, which is an important condition for his individualization and personal development, ensuring the child's successful adaptation to secondary institutions of socialization. The results of research that made it possible to identify obstacles to the formation of separation in children with special educational needs are presented. It is argued that the leading role in the formation of confluence is played by an unfavorable family upbringing style, which leads to a decrease in the child's personal and cognitive activity and complicates the process of individualization. The directions of educational work with parents of children with special educational needs are outlined as conditions for their involvement in a single team in the process of socialization of the child when entering the inclusive educational space: discussion of the objective potential of the child's development, notification to parents of the results of monitoring the dynamics of the socio-psychological adaptation of the child with special needs in the inclusive class, the course of his mental and social development; nforming parents about determining the ways of self-development and self-education of the child; revealing the role of the influence of different styles of family upbringing on the formation of the child's personality. Educational work with parents of children with special needs should be specific in content and methods, based on updating and modifying psychological and pedagogical knowledge, with determining the ways of their implementation in modern conditions of learning, socialization, and life activities of the child.