PROGRAM CORRECTION FOR DEVELOPING SKILLS OF SETTING LIFE GOALS IN CHILDREN WITH INTELLECTUAL DISABILITIES
Abstract
Purpose the article – deals with the experience of pedagogy of mentally retarded children when preparing them for independent life through the formation of ideas about the life of a person and formation of life prospects.
Methods of implementation of the life plan guidance concept in correctional work as a specific practical marker in life are distinguished in the paper. The concept of the meaningful nature cognition of the connection between the stages of the course of life is introduced. The article outlines the methodological and theoretical principles of the noted Programme.
Results. The major objective of the Programme was to determine the social and psychological, as well as correctional and pedagogical conditions, to elaborate a special methodology for developing skills of setting life goals in children with intellectual disabilities in the course of specially organised correctional trainings and to evaluate their effectiveness in special general education schools, and afterwards within the framework of inclusive education. The article suggests the particular stages of conducting classes for developing skills of setting life goals in children with intellectual disabilities. The authors also reveal the results of assessing the reasons for the underdevelopment of the life goal-setting skills in children with intellectual disabilities, namely, the violation of the emotional, volitional, and motivational sphere, the lack and weakness of selfcontrol, impulsivity, the weakness of the analysis and comparison with the gained experience, psychological problems associated with the post-traumatic stress. The research highlights the major key-points and stages of correctional trainings; moreover, it acknowledges the conditions in which the correctional Programme will positively impact future goal-setting skills’ development in children with intellectual disabilities.
Conclusions. Diagnostic results showed the effectiveness of using training to form life plans in adolescents with intellectual disabilities. Next, you need to teach adolescents with intellectual disabilities to organize and design their time, choose a profession.
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