Психологічна готовність дітей з особливими потребами до школи в умовах інклюзивної освіти

Abstract

This article is devoted to the study of personal and socio-psychological readiness of children with special educa- tional needs for school in conditions of inclusive education. It was found out that the children with special needs in con- ditions of inclusive education (compared to the specialized preschool institutions) are readier for learning at school in psychological terms. Inclusive education has a positive impact on the development of psychological readiness for school of children with special needs with minor disturbances. The study of pupil‟s inner position showed that in com- parison with specialized institutions the conditions of inclusive education provide lower percentage of children with dominating playing motive, higher percentage of children with educational motive, higher percentage of children who choose „school variant‟ of attitude towards school and learning and acknowledge the authority of a teacher. Having stu- died children‟s social and psychological readiness for school it was determined that in the conditions of inclusive educa- tion, compared to specialized institutions, the percentage of children with low and average level of formedness of social and psychological readiness was lower; the percentage of children with high level of formedness of social and psycho- logical readiness for school was higher. The principles of mental development of children with special needs with minor disturbances are the same as healthy children‟s. Using the means of psychological and pedagogical support of these children in inclusive educational institutions can promote better adaptation, compensation and socialization of pre- schoolers with special needs. Стаття присвячена вивченню особистісної та соціально-психологічної готовності дітей з особливими освітніми потребами до школи в умовах інклюзивної освіти. Виявлено, що діти з особливими потребами в умо- вах інклюзивної освіти (порівняно із спеціалізованими дошкільними закладами) психологічно більш готові до навчання в школі. Інклюзивна освіта позитивно впливає на становлення психологічної готовності до навчання в школі дітей з особливими потребами незначного рівня порушення.