Social upbringing of preschoolers with intellectual disabilities in an institution of compensatory type education

- Сичевська, В.І. (orcid.org/0000-0002-9088-6559) (2017) Social upbringing of preschoolers with intellectual disabilities in an institution of compensatory type education Освіта осіб з особливими потребами: шляхи розбудови (13). pp. 225-232. ISSN 2313-4011

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Abstract

The article describes the scientific and practical approaches to the social upbringing preschool children with intellectual disabilities. The experience of working on the implementation of this line of development in the conditions of a preschool institution of education of compensating type is generalized. Positioning approach, according to which social education of children with intellectual disabilities, even in cases of pronounced degrees of intellectual underdevelopment, is one of the preserved mechanisms for their social adaptation, which is confirmed by the many years of practice in the educational institution. The article reveals the principles, methods and special methods of work, which are used by modern specialists in the direction of social education of children with intellectual disabilities. Both conventional and classical, and effective, innovative. In particular, the experience of working with the use of elements of fairy-tale therapy in the aspect of social upbringing of senior preschool children with intellectual disorders has been analyzed. Taking into account the peculiarities of the mental development of preschool children with intellectual disabilities, the author draws attention to the need for a specific methodical approach to the use of fairy tale therapy. Practicing courier therapy, keep in mind, that on a conscious, verbal level the child may not take the fairy tale, in such cases, the positive effect of corrective work is determined by changes occurring at the subconscious level. The author expresses the hope that the creative search for the institution's specialists will be properly evaluated, and the experience gained will serve as a benchmark for the early socialization of pre-schoolchildren with intellectual disabilities in the context of inclusive educational institutions.

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