The aim is to conduct empirical research on the formation of reflective-evaluative competence in primary pupils with intellectual disabilities and to determine effective methods to develop it. Methods: tests with standardized questionnaires, methods for checking the logic of motivating dialogue, comparative analysis, quantitative and qualitative content-analysis. We established that disorders in the functioning of reflection in primary pupils are observed in changeable or unfamiliar situations: rejection to solve a problem, desire to simplify a task, justification of their inability, avoidance of difficulties. We registered that insufficient development of self-control and self-esteem causes faults in programming and performing activity. We identified difficulties in verbalizing a plan of actions showing the respondents’ inability to compare and substantiate practical and mental operations. Disorders in reflective-evaluative competence are insufficient development of reflection, self-control, self-esteem and self-correction that does not allow primary pupils to organize their mental actions purposefully.
The article deals with pedagogical and psycho-correctional means of ensuring communicative interaction of junior schoolchildren with disabilities (with mild and moderate mental retardation) in the context of inclusive education. Specifics of development of cognitive, emotional, personal-motivational, communicative and behavioural components of communication of a unique personality of a junior schoolchild under correctional and developmental influence and in the conditions of inclusive education are analysed. The definition of communication skills of children with special educational needs has been clarified. Systematic - neuropedagogical, competence, personality-oriented and communicative-activity approaches to consideration of methodical tools for formation of communicative skills in junior schoolchildren taking into account their special needs and individual capabilities are applied. A model of formation of communicative-personal potential in children with intellectual disabilities and correction of their communicative individual-psychological properties has been developed. The program on formation of communicative competence and providing positive motivation for communicative interaction among students with intellectual disabilities, taking into account neuropsychological and pedagogical recommendations, is substantiated.
The 7th International Congress on Special Pedagogy and Psychology “Children with Special Needs: from Equal Rights to Equal Opportunities” was held offline and online on October 7-8, 2021. The event organisers were Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine and State Institution “South Ukrainian National Pedagogical University named after K.D. Ushynsky”.The annual event initiated by Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Educational Sciences of Ukraine became traditional and is held in different regions of Ukraine. The previous congresses were held at the leading teacher training universities (Sumy Makarenko State Pedagogical University, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Borys Grinchenko Kyiv University, Hryhorii Skovoroda University in Pereiaslav, T.H. Shevchenko National University “Chernihiv Colehium”, Municipal Institution of Higher Education «Khortytsia National Educational and Rehabilitational Academy» of Zaporizhzhia Regional Council) and showed great interest due to active participation of the educational community. Within one or two days participants had the opportunity to get acquainted with the research results on urgent problems of special psychology and pedagogy, to take part in a number of round tables, seminars and workshops, which is crucial for representatives of the practice.Key congress themes were: education of children with special needs: international experience, Ukrainian realities and prospects; inclusion in education: progress and challenges; innovations in the education of people with special needs: strategies and technologies of the New Ukrainian School; problems of continuity in education of persons with special needs: preschool institution — general secondary education institution — pre-university training — higher education institution; legislative and regulative provision of access to quality education of persons with special needs; distance education of people with special needs: organizational and pedagogical aspects; technologies for the development of children with special educational needs: diagnosis and early intervention; psychological and pedagogical support of children with special needs and their families in crisis situations; problems of socialization of persons with special needs in terms of systemic change; development of personal and professional competence of teachers: pre-service training, retraining, in-service training.
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