Communication in the structure of predictive competence of junior schoolchildren with developmental disabilities

Abstract

Introduction: The relevance of the problem of studying communicative features in junior schoolchildren with disabilities is determined by the need to identify components of predictive competence as a predictor of success/failure of the socialization process and the occurrence of various deviations in this category of children. The need to study this problem is due, on the one hand, to the state's course aimed at the successful integration and socialization of persons with a deficit development, on the other, an increase in the signs of deviant behavior in the adolescent environment. This forms the purpose of this study: studying the communicative features of children of primary school age as predictors of the risks of forecasting disruption, the insufficient development of which can lead to the emergence of behavioral deviations. Methods: The basic method of work is an experiment that includes the methods for generalizing the constructive-comparative analysis, collecting anamnestic data of a child, the expert evaluation method, observation of speech activity and behavior of children. Results: The analysis of data obtained during the research made it possible to expand the scientific understanding of the prognostic features of younger schoolchildren with a deficit and normative development at a communicative level. Discussion: The data obtained in the study confirm that the problem of studying the communicative features of junior schoolchildren with a deficit type of mental dysontogenesis in the process of interaction and cooperation, as well as their communication potentials in the structure of prognostic competence, is not sufficiently covered. Conclusions: we proved the influence of the unformed communicative sphere of junior schoolchildren with developmental disability on the development of their prognostic abilities. Summary: The results of the experimental study allowed outlining the directions for further research in the development of diagnostic tools for studying the communicative features of junior schoolchildren with developmental disabilities and developing special individual programs for their development. The data obtained in this study can be used by the specialists involved in the education of children with disabilities.