A CHILD WITH FUNCTIONAL DIFFICULTIES IN THE STRUCTURE OF RELATIONAL DEVELOPMENT

Abstract

Aim of the Study. The article scientifically substantiates the development of systemic relationships in children with functional difficulties as a primary basis for psycho-pedagogical compensation. The aim of the article is to perform a conceptual differentiation between the categories of «impairment» and «functional difficulties» based on the International Classification of Functioning (ICF). The novelty of the research procedure lies in presenting the author’s polymodal eco-model of compensation within the system of relationships.

Research Methods. The research methods include a comprehensive set of theoretical methods: analysis, synthesis, systematization, and generalization of special psychological, deaf education, and inclusive literature; comparative analysis of conceptual approaches; modeling to construct the polymodal eco-model; system-structural analysis to determine the criteria and psycho-pedagogical conditions of compensation.

Results. It is proven that the compensatory process unfolds not through isolated training of deficient sensory functions, but within subject-subject interaction, which provides emotional security, co-regulation, and the formation of a positive personal stance. A clear methodological distinction was established between primary biological hearing impairment (a static somatic factor) and functional difficulties (dynamic communicative and educational barriers arising from environmental unadaptability). A polymodal eco-model was developed and presented, integrating polymodal, socio-ecological, and subject-subject approaches and revealing three-stage dynamics of environmental awareness (informational-prognostic, praxiological, and reflective-responsive stages). A complex of psycho-pedagogical compensation conditions was systematized, including early accessible communication, parental competence development, building an inclusive environment, and specialized psycho-correctional work.

Conclusions. It is concluded that the systemic organization of polymodally enriched relationships transforms a potentially complicated space into a correctional and compensatory environment, ensuring the minimization or complete elimination of a child’s functional difficulties directly in the process of their daily life activities and socialization.