(2018) Science and education, 5-6, 109-117. Odessa.

Iryna Tatianchykova,
Doctor of Pedagogy, associate professor,
Donbas Pedagogical University,
Maryna Omelchenko,
PhD (Candidate of Pedagogical Sciences),
Donbas Pedagogical University,
19, Henerala Batiuka Str., Sloviansk, Ukraine,
Andrii Tatianchykov,
PhD (Candidate of Psychological Sciences),
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

PSYCHO-PEDAGOGICAL SUPPORT OF SOCIALIZATION
OF STUDENTS WITH INTELLECTUAL DISABILITY

The paper aims to reveal the essence (features, structure and content) of the designed technology contributing to the socialization of students with intellectual disabilities at the stage of adaptation in the conditions of a special general education school, and substantiate its effectiveness. To achieve the goal, empirical methods (survey, questioning, expert evaluation, interviewing, testing) were used making it possible to outline the peculiarities of the socialization of children with intellectual disorders; studying and generalizing pedagogical experience, which recorded the state and awareness of teachers about the correctional and educational technology of ensuring the socialization of students at the stage of adaptation in a special secondary school. Quantitative processing of empirical data was carried out using mathematical statistics methods (Pearson’s chi-squared test). The experiment involved 120 students with intellectual disabilities (60 CG students and 60 EG students). The following components of pedagogical influence have been distinguished in the framework of the designed program: the formation of students’ knowledge of social norms and values, rules of conduct and communication, as well as social skills; relaxation or elimination of anxiety and aggressiveness. The content components of the technique are presented by the designed modules that meet the basic directions of the adaptation stage, according to the subject of remedial developmental impact, goals and objectives. It consists of 5 modules, which are as follows: “I and the school”, “Rules”, “Rules for successful communication”, “How to overcome anxiety”, “Conflict prevention (how to get rid of aggression)”. The paper presents the full description of the designed technique with examples of exercises. The effectiveness of the suggested technique has been experimentally proved, thus it can be used to promote the socialization of the mentioned category of students.

socialization, children with intellectual disorders, stage of adaptation, correctional and educational technology.

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