INFLUENCE OF INCLUSIVE ENVIRONMENT ON THE FORMATION OF SELF-CONSCIOUSNESS IN CHILDREN WITH INTELLECTUAL DISORDERS

Keywords: inclusive environment, the formation of self-awareness, self-awareness of children with intellectual disabilities, the attitude of teachers and classmates to children with intellectual disabilities as a factor in the formation of self-awareness, psychological conditions for creating an optimal inclusive environment

Abstract

The article analyzes the problem of the formation of self-awareness in children with intellectual disabilities in the context of inclusive education. The creation of an optimal inclusive environment is interpreted as the main condition for achieving an optimal level of self-awareness in children, whose features interfere with the normal process of interaction with the world and complicate the processes of self-knowledge, adequate assessment of their own qualities and abilities. The authors describe manifestations of self-awareness of children with intellectual disabilities, common with those characteristic of children, which develop normally, as well as specific ones, caused by primary disorders and the influence of the environment. The analysis of some factors influencing the emergence of negative phenomena in the process of forming the image of "I", self-esteem and the level of claims in this category of children, and ultimately lead to the difficulties of their socialization. It is noted that the data obtained by various researchers on inadequately high or low self-esteem in children with mild intellectual disabilities are associated not so much with the peculiarities of their defect as with the influence of the attitude of the surrounding people (parents, teachers and peers), who are positive and friendly, or hostile, dismissive and indifferently. The authors describe the main signs of a positive inclusive environment that contributes to the effective formation of self-awareness of children with intellectual disabilities, and also lists the main psychological conditions without which the creation of such an environment is impossible. Among these conditions, the most significant are: preliminary psychological training of teachers working in inclusive classes, preparation of children who develop normally for a tolerant perception of a child with disabilities and cooperation with him, educational work with parents, on whom mainly depend general attitudes of healthy children towards those who differ from the majority on certain grounds. The article notes that the analyzed conditions for the formation of self-awareness of children with intellectual disabilities in the process of inclusive education can lead to a constructive solution to this problem only in aggregate.

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Published
2021-10-07