Abstract:
© 2020, Advanced Scientific Research. All rights reserved. In recent years, the number of children with special educational needs due to the presence of disturbances in psychophysiological and psychological development, and, in particular, children with writing disorders has increased. Statistics show that in Russia, about 30% of primary school children suffer from dyslexia, and more than 37% – dysgraphia. In almost every general education grade of primary school, from 10 to 20% of children have a writing disorder1(http://www.edunion.ru/feed/2607-v-rossii-okolo-30-shkolnikov-mladshikh-klassov-stradayut-disleksiei-bolee-37-disgrafiei.html). Due to a partial violation of the writing process, which manifests itself in persistent, repeated errors caused by a lack of formation of higher mental functions, children with writing disorders are constantly in the school failure situation. The article defines the factors that affect the resilience of children with writing disorders for their successful socialisation in the future. The article presents the results of the "Young speller" project on the empirical identification of factors of resilience of children with writing disorders, which consists in organising and conducting classes on the development of cognitive processes and personality in children of primary school age and correction of writing disorders.
