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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Autor principal:	A.E BYSTROVA
Formato:	article
Lenguaje:	EN RU
Publicado:	Association “Professional analytics of autopoiesis systems" 2021
Materias:	Education L
Acceso en línea:	https://doaj.org/article/1eef2ce039d748a69c1279c1e584d318
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spelling	oai:doaj.org-article:1eef2ce039d748a69c1279c1e584d3182021-11-10T08:46:42ZPSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIAL COMPETENCIES IN EXTRACURRICULAR ACTIVITIES AMONG STUDENTS WITH DISABILITIES2311-010410.26140/knz4-2021-1003-0001https://doaj.org/article/1eef2ce039d748a69c1279c1e584d3182021-08-01T00:00:00Zhttps://repository.kvantor.org/public/134/4188https://doaj.org/toc/2311-0104Based 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.A.E BYSTROVAAssociation “Professional analytics of autopoiesis systems"articleEducationLENRUКарельский Научный Журнал, Vol 10, Iss 36 (2021)
institution	DOAJ
collection	DOAJ
language	EN RU
topic	Education L
spellingShingle	Education L A.E BYSTROVA PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIAL COMPETENCIES IN EXTRACURRICULAR ACTIVITIES AMONG STUDENTS WITH DISABILITIES
description	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.
format	article
author	A.E BYSTROVA
author_facet	A.E BYSTROVA
author_sort	A.E BYSTROVA
title	PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIAL COMPETENCIES IN EXTRACURRICULAR ACTIVITIES AMONG STUDENTS WITH DISABILITIES
title_short	PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIAL COMPETENCIES IN EXTRACURRICULAR ACTIVITIES AMONG STUDENTS WITH DISABILITIES
title_full	PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIAL COMPETENCIES IN EXTRACURRICULAR ACTIVITIES AMONG STUDENTS WITH DISABILITIES
title_fullStr	PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIAL COMPETENCIES IN EXTRACURRICULAR ACTIVITIES AMONG STUDENTS WITH DISABILITIES
title_full_unstemmed	PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIAL COMPETENCIES IN EXTRACURRICULAR ACTIVITIES AMONG STUDENTS WITH DISABILITIES
title_sort	psychological and pedagogical conditions for the formation of social competencies in extracurricular activities among students with disabilities
publisher	Association “Professional analytics of autopoiesis systems"
publishDate	2021
url	https://doaj.org/article/1eef2ce039d748a69c1279c1e584d318
work_keys_str_mv	AT aebystrova psychologicalandpedagogicalconditionsfortheformationofsocialcompetenciesinextracurricularactivitiesamongstudentswithdisabilities
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PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF SOCIAL COMPETENCIES IN EXTRACURRICULAR ACTIVITIES AMONG STUDENTS WITH DISABILITIES

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