PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIAL COMPETENCIES IN EXTRACURRICULAR ACTIVITIES AMONG STUDENTS WITH DISABILITIES
Based on the analysis of theoretical and practical data obtained in the course of the study, a methodology for the formation of social competence among younger schoolchildren with disabilities in extracurricular activities in three stages was created and implemented: organizational, executive and an...
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| Formato: | article |
| Lenguaje: | EN RU |
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Association “Professional analytics of autopoiesis systems"
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/1eef2ce039d748a69c1279c1e584d318 |
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| Sumario: | Based on the analysis of theoretical and practical data obtained in the course of the study, a methodology for the formation of social competence among younger schoolchildren with disabilities in extracurricular activities in three stages was created and implemented: organizational, executive and analytical. The main purpose of the methodology is to form social skills in students with disabilities as an attitude and personal quality in the process of extracurricular activities. The main conditions for the inclusion of persons with disabilities in extracurricular activities are determined. For the implementation of the methodology, the following components of social competence are identified, which we consider as separate competencies: the communicative component, behavioural, communicative-behavioural and cognitive. A set of sequential methods is used for the formation of social competencies in younger schoolchildren with disabilities, namely the case method, showing actions to set goals, analysis of algorithms, actions to determine goals, forecasting (forecasting), planning, step-by-step implementation, the matrix method (accumulated experience in achieving goals) and the evaluation method. A comparative analysis of the introduction of such methods into the practice of psychological and pedagogical work with persons with disabilities is presented. The novelty of this method is the use of the case method in working with children with disabilities: cases were developed for classes, which created a situation of interest through the transformation of the educational subject material. The transformation was carried out by providing real life examples that are accessible to younger schoolchildren, interesting for them, related to everyday life. The qualitative and quantitative results of the effectiveness of the implementation of the methodology are presented. The directions of further research are determined. |
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