Psychological and Pedagogical Influence of Correctional Developmental Classes on the Formation of Life Competencies of Teenagers with Intellectual Disabilities

Abstract

Over the past ten years, the number of children with intellectual disabilities has increased in Ukraine. There are a number of questions in special psychology that need to be addressed. It is a question of not only the education of such a person, but also the formation of her basic life competencies, emotional (social) intelligence, personal self-regulation, etc. This will allow the child to successfully adapt to the educational process (in schools, vocational and / or higher educational institutions, etc.), easily and quickly integrate into the group, socialize into the modern dynamic world. The vital competence of a person with intellectual disability, in the broad sense – is the ability to make decisions and be responsible for their implementation in different areas of their lives. The concept of vital competence implies a set of physical and intellectual qualities of a person, necessary for a growing child to enter into modern society independently and effectively. In the narrow sense, it is the knowledge of different aspects of life, the skills of creative possession of intellectual and physical tools, the ability to interact with other people in different situations, taking into account conflicts; life competence is characterized by completeness, sufficiency and adequacy of the actions performed, based on the availability of knowledge and in the subsequent life on practical experience, possession of emotional states and presence of a certain level of emotional and volitional self-regulation. The purpose of the article is to investigate the process of formation of life competencies of a teenager with intellectual disabilities during correctional and developmental classes (psychological pedagogical aspect). The article deals with the process of formation of life competencies of a teenager with intellectual disabilities during correctional and development work. There are three main periods that correspond to the three units of study at school: primary, basic and final (from senior school during the later life of the individual).
The author also outlines the important conditions for the formation of life competencies of adolescents with intellectual disabilities and outlines the basic principles: systematic, multidisciplinary and complex. The state and level of formation of life competencies of adolescents with intellectual disabilities are considered, which can be estimated through the state of formation of the main components that are presented in the study through components: cognitive, emotional-volitional, communicative.